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Peer reviewedBrannigan, Gary G. – Journal of Genetic Psychology, 1977
This study was designed to investigate the role of the social desirability response tendency in the discrimination learning of first and fifth grade children. (BD)
Descriptors: Age Differences, Cues, Discrimination Learning, Elementary Education
Horner, Robert H.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1986
Six retarded young adults were trained to select grocery items using picture cards as cues and to reject either (1) maximally different negative examples or (2) minimally different negative examples. Training with minimally different negative examples was functionally related to improved rejection of nontrained negative items in a nontrained…
Descriptors: Cues, Daily Living Skills, Discrimination Learning, Food Stores
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
Schroeder, Stephen – Percept Mot Skills, 1969
Descriptors: Behavior Patterns, College Students, Cues, Discrimination Learning
Peer reviewedBrown, Ann L.; And Others – Journal of Experimental Child Psychology, 1972
A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)
Descriptors: Attention Span, Cues, Data Analysis, Discrimination Learning
Peer reviewedSimon, J. Richard; Craft, John L. – Journal of Applied Psychology, 1971
Descriptors: Auditory Perception, Behavior Patterns, Behavioral Science Research, Communication (Thought Transfer)
Peer reviewedKral, Paul A. – Perceptual and Motor Skills, 1971
Descriptors: Associative Learning, Cognitive Processes, Cues, Discrimination Learning
Peer reviewedTayal, O. P. – Journal of General Psychology, 1972
Descriptors: Cognitive Processes, Cues, Discrimination Learning, Eye Movements
Peer reviewedClouse, Bonnidell – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Development, Cognitive Processes, Cues, Discrimination Learning
Peer reviewedAbramczyk, Rudolf R. – Psychological Reports, 1971
Descriptors: Cluster Grouping, College Students, Cues, Discrimination Learning
Peer reviewedSmeets, Paul M.; And Others – Research in Developmental Disabilities, 1990
Two time-delay conditions for teaching complex visual discriminations to 14 normal preschoolers, 12 with mild mental retardation, and 11 with moderate mental retardation were compared. Results indicated that for all populations and stimuli, time delay of multiple dynamic distinctive-feature prompts produced learning, while time delay of the single…
Descriptors: Comparative Analysis, Cues, Discrimination Learning, Mental Retardation
Peer reviewedDrotar, Dennis – Child Development, 1974
Descriptors: Cues, Discrimination Learning, Elementary School Students, Handicapped Children
Redd, William H.; Birnbrauer, J. S. – J Exp Child Psychol, 1969
Research supported in part by National Institute of Mental Health, Project Grant MH-14914.
Descriptors: Adults, Behavior Change, Change Agents, Cues
Peer reviewedFisher, Mary Ann – American Journal of Mental Deficiency, 1978
Recognition scores of 12 moderately and mildly retarded children (mean ages 13 and 14 years) for positive and negative discriminative stimuli were tested after a single trial through a discrimination problem list. (Author/CL)
Descriptors: Cues, Discrimination Learning, Elementary Secondary Education, Exceptional Child Research
Peer reviewedSmeets, 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
