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Discrete versus Continuous Stage Models of Human Information Processing: In Search of Partial Output.
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Miller, Jeff – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1982
A technique is introduced to study the flow of information through processing stages in choice reaction time tasks. It was designed to determine whether response preparation can begin before stimulus identification is complete ("continuous" models) or if a stimulus must be fully identified prior to any response activation…
Descriptors: Cognitive Processes, Generalization, Higher Education, Patterned Responses
"Spontaneous" Transfer of Stimulus Control from Tact to Mand Contingencies.
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Sigafoos, Jeff; And Others – Research in Developmental Disabilities, 1990
Two adults with severe mental retardation were assessed for correct pointing responses to line drawings of required eating utensils. Following tact intervention, mands for two of three utensils emerged. Results suggest transfer from tact variables to the conditioned establishing operation may be facilitated by cultivating a minimal mand…
Descriptors: Adults, Behavior Modification, Communication Skills, Generalization
Overextensions in Comprehension and Production Revisited: Preferential-Looking in a Study of "Dog,""Cat," and "Cow."
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Naigles, Letitia G.; Gelman, Susan A. – Journal of Child Language, 1995
Investigated overextensions in comprehension and production, using the preferential-looking model, in 99 children (ages 1;9 to 2;3) who were asked to find the referent that matched the label they were given in real and anomalous trials. Results confirm that overextensions in production are not diagnostic of children's underlying semantic…
Descriptors: Generalization, Language Research, Learning Processes, Linguistic Theory
Derived Stimulus-Response and Stimulus-Stimulus Relations in Children and Adults: Assessing Training Order Effects.
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Smeets, Paul M.; Barnes-Holmes, Dermot; Roche, Bryan – Journal of Experimental Child Psychology, 2001
Trained preschoolers and adults on three sets of successive discriminations with stimuli labeled A, B, and R. Tested for derived stimulus-response relations and stimulus-stimulus relations. Adults displayed class-consistent B-R and A-B performances over all conditions. Children's display of class-consistent B-R performance varied by training…
Descriptors: Adults, Age Differences, Concept Formation, Discrimination Learning