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Peer reviewedLyczak, Richard; Tighe, Thomas – Child Development, 1975
Presents four studies of concept identification behavior in first graders and kindergarten children under the blocking paradigm as implemented within a multidimensional discrimination task. While blocking was observed in children's learning, the data indicate the need for more sensitive and individualized measures of stimulus control in future…
Descriptors: Cues, Discrimination Learning, Learning Processes, Primary Education
Peer reviewedRollins, Howard; Castle, Kathryn – Child Development, 1973
These results provide a more precise attentional interpretation of both preference and pretraining effects. (Authors)
Descriptors: Attention, Cues, Dimensional Preference, Discrimination Learning
Peer reviewedDoan, Helen McK.; Cooper, Deborah L. – Child Development, 1971
Descriptors: Conditioning, Cues, Discrimination Learning, Kindergarten Children
Peer reviewedLoughlin, Kathleen A.; Daehler, Marvin W. – Child Development, 1973
Descriptors: Cues, Discrimination Learning, Memory, Perception
Peer reviewedBrown, Ann L.; Campione, Joseph C. – Child Development, 1971
Descriptors: Behavioral Science Research, Color, Cues, Data Analysis
Peer reviewedTan, Lynne S. C.; Bryant, Peter – Child Development, 2000
Used shift-rate recovery method in three experiments to examine extent to which 6-month-olds find perceptual cues such as density and length useful in discrimination of linearly arranged sets of large numbers of objects. Found that infants can discriminate between large number sets by relying on absolute cues such as density and on relative cues…
Descriptors: Cues, Density (Matter), Discrimination Learning, Infant Behavior
Peer reviewedKnight, Carol A.; Scholnick, Ellin Kofsky – Child Development, 1973
Groups trained to compare the whole and subset improved in cue identification from negative instances; performance in the stimulus exposure group declined. (Authors)
Descriptors: Cognitive Processes, Concept Formation, Cues, Data Analysis
Peer reviewedMelnick, Gerald I. – Child Development, 1973
An extension of discrimination-learning theory based on the inhibition of stimulus intensity was proposed and supported as a mechanism of cognitive development. Among 48 normal and 37 educable mentally retarded children the predominant category of transistional children conserved at a low level of stimulus intensity but failed to conserve at a…
Descriptors: Age Differences, Cognitive Development, Conservation (Concept), Cues
Peer reviewedDrotar, Dennis – Child Development, 1974
Descriptors: Cues, Discrimination Learning, Elementary School Students, Handicapped Children
Peer reviewedLewkowicz, David J. – Child Development, 2000
Three experiments investigated 4-, 6-, and 8-month-olds' perception of the audible, visible, and combined attributes of bimodally specified syllables. Results suggested that at 4 months, infants attended primarily to the featural information, at 6 months primarily to the asynchrony, and at 8 months to both features independently. (Author/KB)
Descriptors: Age Differences, Attention, Auditory Discrimination, Auditory Perception
