This study investigates the relationship between temporal organization and the rate at which discrimination-reversal learning mastery occurs within sixth-grade students. Subjects were 22 male and 30 female students from a predominantly white, middle class rural school. Temporal behavior was assessed with a task that had subjects reproduce standard…

This study indicates that impulsive children inhibit expressive behavior less than reflective children in the presence of a nonverbal inhibitory cue, and provides support for the construct validity of the Matching Familiar Figures Test of reflectivity/impulsivity. (GO)

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)

Three studies of elementary school children's problem-solving procedures in intentional discrimination tasks are reported. Subjects were children selected from kindergarten and grades 2, 3, and 6. (Author/MP)

A sorting task was used to define concepts held by 120 children (4, 5, and 18 years old) as available and nonavailable. These concepts were then used at the appropriate age levels in a discrimination-learning task. After learning the discrimination, either a reversal or half-reversal shift was required. (MS)

This study examined the matching and sequencing of quantities, numerals, and arbitrary forms by two individuals with mental retardation. Results showed that sequence training did not readily lead to new matching performances, unlike prior research with college students. Instead, training in matching to sample yielded emergent sequence production…

The present study was aimed at simultaneously determining on the same subject, the effects of stress on retrieval of flexible (contextual or temporal) or stable (spatial) information. Three behavioral paradigms carried out in a four-hole board were designed as follows: (1) Simple Discrimination (SD), in which mice learned a single discrimination;…

Children often perseverate, repeating prior behaviors when inappropriate. This work tested the roles of verbal labels and stimulus novelty in such perseveration. Three-year-old children sorted cards by one rule and were then instructed to switch to a second rule. In a basic condition, cards had familiar shapes and colors and both rules were stated…

TO COMPARE SEVERAL METHODS OF DEVELOPING CLASSROOM QUESTIONING (PROBING) TECHNIQUES VIA DISTRIBUTED PRACTICE AND IMMEDIATE FEEDBACK, WHEN THE LATTER EMPLOYED VIDEOTAPED PERFORMANCES OF THE LEARNER, 85 INTERNS WERE VIDEOTAPED ON 4 OCCASIONS DURING THE FIRST 20 MINUTES OF REGULAR CLASSROOM LESSONS. IN BETWEEN TAPINGS THEY RECEIVED 30 MINUTES OF…

Four experiments were conducted to assess the effects of certain stimulus variables on children's discrimination learning. In general, it was found that word frequency was negatively related to discrimination learning as long as the words were meaningful to the subjects. Moreover, the relationship between word and performance reversed in…

Eight severely retarded subjects (ages 9-22), four with functional language and four without, performed identity and nonidentity matching tasks employing objects, photographs, and line drawings. As representational complexity increased, greater difficulty in matching stimuli was observed in the nonfunctional language group, with line drawings…