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Establishing Mirror-Image Discriminations with Progressively Delayed Extra-Stimulus Prompts.
Peer reviewed Peer reviewed
Smeets, Paul M.; And Others – Journal of Experimental Child Psychology, 1991
Progressively delayed extra-stimulus prompts were used to help kindergarten children discriminate left-right mirror-image stimuli in four experiments. Results showed that most subjects rapidly learned to respond to the orientation prompts; delayed orientation prompting was always successful regardless of how the prompts were eliminated; and the…
Descriptors: Cues, Discrimination Learning, Kindergarten Children, Primary Education
Color As an Attentional Cue in Discrimination Learning
Peer reviewed Peer reviewed
Allington, Richard L. – Journal of Reading Behavior, 1976
Confirms that single-hue color cues facilitate initial learning without being disruptive at transfer. (RB)
Descriptors: Color, Cues, Discrimination Learning, Educational Research
Conditional Discrimination Learning in Children: Two Relevant Factors
Peer reviewed Peer reviewed
Doan, Helen McK.; Cooper, Deborah L. – Child Development, 1971
Descriptors: Conditioning, Cues, Discrimination Learning, Kindergarten Children
Three-Cue Selection Models Applied to Multidimensional Stimulus Classification: Alternatives to the Spiker, Croll, and Miller Analysis
Peer reviewed Peer reviewed
Bogartz, Richard S. – Journal of Experimental Child Psychology, 1972
Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)
Descriptors: Comparative Analysis, Cues, Discrimination Learning, Goodness of Fit
Selected Cues in the Acquisition and Retention of Four Meaningful C-V-C Trigrams
Peer reviewed Peer reviewed
Clouse, Bonnidell – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Development, Cognitive Processes, Cues, Discrimination Learning
Time-Delay Discrimination Training with Multiple Distinctive-Feature Prompts: The Function of the Incorrect (S-) Prompt.
Peer reviewed Peer reviewed
Smeets, Paul M.; And Others – Journal of Experimental Child Psychology, 1988
Investigates to what extent discrimination learning through time delay of multistimulus, distinctive-feature prompts is a function of the inclusion and configuration of the S-prompt. Results of two experiments with children aged four and five indicate that most subjects did not learn the task assigned unless two distinctive-feature prompts were…
Descriptors: Age Differences, Comparative Analysis, Cues, Discrimination Learning