The function of stimulus meaning and ability level in discrimination learning

Norman R. Ellis; Walter W. Porter

doi:10.3758/bf03328092

The function of stimulus meaning and ability level in discrimination learning

Psychonomic Science ◽

10.3758/bf03328092 ◽

1966 ◽

Vol 6 (10) ◽

pp. 463-464 ◽

Cited By ~ 1

Author(s):

Norman R. Ellis ◽

Walter W. Porter

Keyword(s):

Discrimination Learning ◽

Ability Level ◽

Stimulus Meaning

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A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.26 ◽

1981 ◽

Vol 12 (1) ◽

pp. 26-35 ◽

Cited By ~ 14

Author(s):

Donald L. McCanna ◽

Giacinto DeLapa

Keyword(s):

Hearing Loss ◽

Clinical Study ◽

Early Identification ◽

Behavioral Responses ◽

Upper Elementary ◽

Elementary Grades ◽

Ability Level ◽

Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

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Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

Journal of Speech and Hearing Research ◽

10.1044/jshr.1703.417 ◽

1974 ◽

Vol 17 (3) ◽

pp. 417-425

Author(s):

Stuart I. Ritterman ◽

Nancy C. Freeman

Keyword(s):

College Students ◽

Discrimination Learning ◽

Irrelevant Dimension ◽

Speech Sound ◽

Irrelevant Stimulus ◽

Relevant Dimension ◽

Phonetic Features ◽

Sound Discrimination ◽

Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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