scholarly journals Effects of verbal pretraining and overt verbalization on discrimination learning in preschool children

1975 ◽  
Vol 5 (1) ◽  
pp. 66-68
Author(s):  
Diane T. Lindsley ◽  
Joan H. Cantor
Keyword(s):  
Preschool Children ◽  
Discrimination Learning

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

Comparison of Effects of Labeled and Unlabeled Praise and Time-Out upon Children's Discrimination Learning

1978 ◽  
Vol 42 (3) ◽  
pp. 771-776 ◽  
Author(s):  
Alan J. Bernhardt ◽  
Susan Fredericks ◽  
Gary B. Forbach
Keyword(s):  
Preschool Children ◽  
Factorial Design ◽  
Discrimination Learning ◽  
Incorrect Response ◽  
Learning Task ◽  
Verbal Description ◽  
One Dimension ◽  
Incorrect Choice ◽  
Time Out

In the present study 60 preschool children participated in a three-choice discrimination learning task. The effects of praise and time-out were compared in a 2 (labeled vs unlabeled praise) X 3 (labeled vs unlabeled vs no time-out) factorial design. Labeled groups received a specific verbal description of the correct (or incorrect) choice in addition to the appropriate consequence (s). As predicted, both labeled praise and time-out groups showed significantly more correct and less incorrect behavior, respectively, on the task (marble-in-the-hole game) than comparable groups receiving unlabeled consequences. The time-out procedure, inaccessibility of a reinforced response, was effective only when a description of the incorrect response accompanied the negative consequence. Results did not confirm the prediction that the group given both labeled praise and labeled time-out would show more correct and less incorrect responding than groups receiving a description of only one dimension.

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