The Influence of Verbal and Nonverbal Reinforcement Combinations in the Discrimination Learning of Middle- and Lower-Class Preschool Children

1967 ◽  
Vol 38 (4) ◽  
pp. 1177
Author(s):  
Janet Taylor Spence ◽  
Moira C. Dunton
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Lower Class

Another Look at Nonverbal Rule Induction in Children With SLI

1997 ◽  
Vol 40 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Barbara Kiernan ◽  
David Snow ◽  
Linda Swisher ◽  
Rebecca Vance
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Theoretical Perspective ◽  
Rule Induction ◽  
Specific Language ◽  
Language Groups

This study focuses on the ability of preschool children with specific language impairment (SLI) to extract target regularities from recurring nonverbal stimuli. As a step beyond previous methodologies, we also assessed their ability to shift and extract other regularities after feedback indicated that their choices were no longer correct. This step was motivated by Connell and Stone's (1994) hypothesis that difficulties manifested by children with SLI in extracting nonverbal "rules" from multiple problem sets may reflect difficulties in "flexible reconceptualization," that is, in the ability to flexibly shift across regularities. Thirty 4- and 5-year-olds with SLI and 30 age-matched children developing language normally participated in a discrimination learning-shift paradigm. Findings indicated that both language groups were successful in extracting regularities and making shifts. In fact, language groups did not differ in number of regularities extracted, number of shifts completed, or trials to criterion. As a consequence, findings failed to provide evidence that children with SLI are limited in either the ability to extract nonverbal regularities or to flexibly reconceptualize them. From a larger theoretical perspective, the findings fail to support theories positing that generalized "rule-induction" deficits underlie the verbal and nonverbal impairments of SLI.

scholarly journals ANALYSES OF STIMULUS PROPERTIES IN DISCRIMINATION LEARNING OF PRESCHOOL CHILDREN

1974 ◽  
Vol 44 (6) ◽  
pp. 328-333
Author(s):  
SEISOH SUKEMUNE ◽  
Takeshi Sugimura ◽  
Atsushi Inoue ◽  
Yoshimasa Habu ◽  
Hideyo Mochidome ◽  
...  
Keyword(s):  
Preschool Children ◽  
Discrimination Learning ◽  
Stimulus Properties

Relationship of Socioeconomic Status and Aggression in Preschool Children

1978 ◽  
Vol 43 (2) ◽  
pp. 379-382 ◽  
Author(s):  
John W. Pearce
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Social Class ◽  
Middle Class ◽  
Lower Class ◽  
Situational Specificity ◽  
Physical Attack ◽  
Relationship Of

Aggression was operationally defined as physical attack, destructiveness, humiliation, threat, and disapproval. The frequency of each behavior displayed by 20 lower-class children and 20 middle-class children in one preschool was recorded by two observers. Analyses of variance indicated no significant effects of social class on any measure. Boys were more disapproving than girls. Results are discussed with reference to Mischel's concept of the situational specificity of behavior.

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