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Intradimensional Variability in Concept Identification: A Replication, Extension, and Partial Clarification of the Haygood, Harbert, and Omlor Findings
Schultz, Roger F.; Dodd, David H. – Journal of Experimental Psychology, 1972
Experiments reported here confirm the finding that performance can actually improve as intradimensional variability increases. (Authors/MB)
Descriptors: Concept Formation, Data Analysis, Discrimination Learning, Performance Factors
Two Parameters of Human Discrimination Learning
Peer reviewed Peer reviewed
Sanders, Richard M. – Psychological Reports, 1971
Descriptors: College Students, Concept Formation, Discrimination Learning, Feedback
Preresponse Intervals Versus Postinformative Feedback Intervals in Concept Identification
White, Raymond M., Jr.; Schmidt, Stephen W. – Journal of Experimental Psychology, 1972
Results of two experiments show that only postinformative feedback intervals to be significant sources of variation; mean trends appeared to indicate that extended preresponse intervals interfere with performance, if anything. (Authors/MB)
Descriptors: Comparative Analysis, Concept Formation, Discrimination Learning, Feedback
Tactual and Visual Concept Identification
Peer reviewed Peer reviewed
Fishkin, Steven M.; Pishkin, Vladimir – Perceptual and Motor Skills, 1970
Descriptors: Cognitive Processes, Comparative Analysis, Concept Formation, Discrimination Learning
Derived Stimulus-Response and Stimulus-Stimulus Relations in Children and Adults: Assessing Training Order Effects.
Peer reviewed Peer reviewed
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
Attentional Functioning and Relational Learning.
Soraci, S. A., Jr.; And Others – American Journal on Mental Retardation, 1990
Children with mental retardation are particularly prone to failure on relational tasks such as oddity and match-to-sample, suggesting a differential sensitivity to relational information. This paper reports on several studies in which characteristics of stimulus arrays were enhanced. Results demonstrated the theoretical and practical significance…
Descriptors: Attention Control, Cognitive Development, Concept Formation, Discrimination Learning
AN EXPERIMENTAL STUDY OF SEQUENCING STRATEGIES.
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HAUGHEY, BETTY E.; SHORT, JERRY – 1966
TWO STRATEGIES FOR TEACHING MULTIPLE-DISCRIMINATION TASKS WERE REPORTED. THE "MULTIPLE CONCEPT" PRESENTS SIMPLE DESCRIPTIONS OF SEVERAL RELATED CONCEPTS AT THE BEGINNING OF INSTRUCTION. INCREASINGLY COMPLEX MATERIAL PERTAINING TO THESE CONCEPTS IS THEN GRADUALLY INTRODUCED. THE "SINGLE CONCEPT" PRESENTS ONE CONCEPT AT A TIME,…
Descriptors: Comparative Analysis, Concept Formation, Concept Teaching, Discrimination Learning
A Preliminary Report of the Relationship Between Piaget's and Klausmeier's Measures of Children's Cognitive Development. Technical Report No. 426. Reprinted December 1977.
Klausmeier, Herbert J.; And Others – 1976
Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…
Descriptors: Abstract Reasoning, Classification, Cognitive Development, Cognitive Measurement