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Peer reviewedNettelbeck, T.; McLean, J. – American Journal of Mental Deficiency, 1984
Two studies involving 16 and 20 mildly mentally retarded young adults supported a two-stage model for the relatively simple discrimination tasks employed, with initial sensory registration preceding and independent from subsequent central processing. (CL)
Descriptors: Cognitive Processes, Discrimination Learning, Mild Mental Retardation, Models
Peer reviewedKral, Paul A. – Perceptual and Motor Skills, 1971
Descriptors: Associative Learning, Cognitive Processes, Cues, Discrimination Learning
Peer reviewedGoodglass, Harold – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, Discrimination Learning, Information Processing, Learning Processes
Peer reviewedLink, S. W.; Heath, R. A. – Psychometrika, 1975
A theory of discrimination which assumes that subjects compare psychological values evoked by a stimulus to a subjective referent is proposed. For a related article, see TM 501 716. (Author/RC)
Descriptors: Adaptation Level Theory, Cognitive Processes, Conditioning, Decision Making
Peer reviewedPeretti, Peter O. – Journal of Psychology, 1971
Descriptors: Cognitive Processes, College Students, Color, Competitive Selection
Download full textMathews, Mary Elizabeth – 1969
Two experiments comprised this study comparing the ability of children from ages 4 to 12 years to discriminate the order in which items from a previously presented sequence of stimuli had been presented. The hypotheses were that the discrimination of recency (DR) improves with age, that broader separations of test items are easier to discriminate…
Descriptors: Age Differences, Child Development, Cognitive Processes, Discrimination Learning
Peer reviewedWaber, Deborah P.; Weiler, Michael D.; Wolff, Peter H.; Bellinger, David; Marcus, David J.; Ariel, Raya; Forebes, Peter; Wypig, David – Child Development, 2001
Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…
Descriptors: Auditory Stimuli, Children, Cognitive Processes, Comparative Analysis
