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Dimensional Preference, Pretraining, and Attention in Children's Concept Identification
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Rollins, 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
Stimulus Interaction and Transfer of Discrimination in Children
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Tragakis, Chris – Journal of Experimental Child Psychology, 1975
Presents two experiments which examined: (1) the tendency to make differential cue-producing responses to the values of dimensions that vary within or between settings; and (2) the hypothesis that children have more experience with problems following a two-choice simultaneous discrimination format than a successive one. Subjects were third- and…
Descriptors: Cues, Dimensional Preference, Discrimination Learning, Elementary School Students
Instability of Dimensional Preference Following Changes in Relative Cue Similarity
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Smiley, Sandra S. – Journal of Experimental Child Psychology, 1972
Color and form preferences of kindergarten, first and third grade Ss were tested using standard two-dimensional geometric forms. (Author)
Descriptors: Children, Color, Cues, Dimensional Preference
Color Dominance in Preschool Children as a Function of Specific Cue Preferences
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Brown, Ann L.; Campione, Joseph C. – Child Development, 1971
Descriptors: Behavioral Science Research, Color, Cues, Data Analysis
Cue Retention Across Extradimensional Shifts in Elementary School Children
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Cunningham, Thomas F.; Thaller, Karl E. – Child Study Journal, 1975
A total of 128 first- and second-graders participated in two sets of shift problems: (1) four extra-dimensional shifts; and (2) shift problems with two types of cue-reinforcement conditions (same and reversal). (ED)
Descriptors: Contingency Management, Cues, Dimensional Preference, Discrimination Learning
Reversals Prior to Solution of Concept Identification in Children
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Tighe, Thomas J.; Tighe, Louise S. – Journal of Experimental Child Psychology, 1972
Presolution reversal prevented or significantly retarded learning in kindergarten and first-grade children but did not hinder learning in fifth-grade children. (Authors)
Descriptors: Age Differences, Concept Formation, Cues, Data Analysis
A Formal Cognitive Model of the Go/No-Go Discrimination Task: Evaluation and Implications
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Yechiam, Eldad; Goodnight, Jackson; Bates, John E.; Busemeyer, Jerome R.; Dodge, Kenneth A.; Pettit, Gregory S.; Newman, Joseph P. – Psychological Assessment, 2006
This article proposes and tests a formal cognitive model for the go/no-go discrimination task. In this task, the performer chooses whether to respond to stimuli and receives rewards for responding to certain stimuli and punishments for responding to others. Three cognitive models were evaluated on the basis of data from a longitudinal study…
Descriptors: Evaluation Research, Task Analysis, Adolescents, Longitudinal Studies