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An Ontogenetic Analysis of Optional Intradimensional and Extradimensional Shifts
Kendler, Howard H.; And Others – Journal of Experimental Psychology, 1972
Results offer strong support to the notion that ontogenetic changes occur in the tendency for humans to prefer an Intradimensional over an Extradimensional choice in an optional discrimination shift paradigm. (Authors)
Descriptors: Age Differences, Developmental Psychology, Discrimination Learning, Mediation Theory
Children's Two-Choice Learning of Predominantly Alternating and Repeating Sequences
Peer reviewed Peer reviewed
Jones, Sandra J. – Journal of Experimental Child Psychology, 1970
Descriptors: Age Differences, Cognitive Processes, Discrimination Learning, Kindergarten Children
The Effect of Within-Pair Variation and Instructions on the Transposition Behavior of Kindergarten and Third Grade Children
Peer reviewed Peer reviewed
Fein, Greta – Journal of Experimental Child Psychology, 1972
Studies based on an analysis of one species of learning and transfer task, the transposition problem, in terms of two ways in which the experimenter's and the child's definition may differ. (Author)
Descriptors: Age Differences, Cognitive Development, Discrimination Learning, Grade 3
Perceptual Learning in Young Children: Varied Context and Stimulus Labels
Peer reviewed Peer reviewed
Turnure, Cynthia – American Journal of Psychology, 1972
Finding suggests that in perceptual learning situations like that of the present study, there may be no particular advantage to impoverishing the environment'' by minimizing irrelevant cues, at least as far as the children's immediate memory for stimuli is concerned. (Author)
Descriptors: Age Differences, Context Clues, Discrimination Learning, Preschool Children
The Effects of Verbal and Visual Highlighting on Discrimination Learning By Preschoolers and Second Graders
Peer reviewed Peer reviewed
Yussen, Steven R. – Child Development, 1972
Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)
Descriptors: Age Differences, Discrimination Learning, Grade 2, Learning Processes