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Effect of Different Training Methods on Perceptual Learning in Impulsive Children
Peer reviewed Peer reviewed
Zelniker, Tamar; Oppenheimer, Louis – Child Development, 1976
The effectiveness of different training and transfer test conditions in promoting perceptual learning in impulsive kindergarten children was investigated. The results provide guidelines for designing effective training methods for improving discrimination learning and problem solving in impulsive children. (Author/SB)
Descriptors: Discrimination Learning, Early Childhood Education, Kindergarten, Perceptual Development
Conditional Discrimination Learning in Children: Two Relevant Factors
Peer reviewed Peer reviewed
Doan, Helen McK.; Cooper, Deborah L. – Child Development, 1971
Descriptors: Conditioning, Cues, Discrimination Learning, Kindergarten Children
Rule Learning and Transfer in Oddity and Discrimination Problems
Peer reviewed Peer reviewed
Bowers, Nancy Parsley – Child Development, 1976
Cognitive organization in problem solving was investigated using a transfer paradigm. (SB)
Descriptors: Cognitive Processes, Discrimination Learning, Elementary School Students, Problem Solving
The Effects of Introtacts on Hypothesis Testing in Kindergarten and First-Grade Children.
Peer reviewed Peer reviewed
Cantor, Joan H.; Spiker, Charles C. – Child Development, 1979
Subjects were trained against their initial dimensional preference in a two-dimensional simultaneous discrimination learning task. (RH)
Descriptors: Age Differences, Dimensional Preference, Discrimination Learning, Elementary School Students
Discrimination Learning in Normal and Retarded Children as a Function of Instructions, Cue Locus, and Cue Relevance
Peer reviewed Peer reviewed
Drotar, Dennis – Child Development, 1974
Descriptors: Cues, Discrimination Learning, Elementary School Students, Handicapped Children
Children's Learning as a Function of Hypothesis Set Size.
Peer reviewed Peer reviewed
Offenbach, Stuart I. – Child Development, 1980
According to Hypothesis (H) theory, learning should be very difficult when the number of Hs the subject samples from is very large and/or the correct H is not available. These assumptions were tested with third- and fourth-grade children. In general, results supported these assumptions. (Author/MP)
Descriptors: Cognitive Processes, Discrimination Learning, Elementary School Students, Failure