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| Data Analysis | 3 |
| Dimensional Preference | 3 |
| Discrimination Learning | 3 |
| Cues | 2 |
| Mediation Theory | 2 |
| Shift Studies | 2 |
| Age Differences | 1 |
| Behavioral Science Research | 1 |
| Color | 1 |
| Concept Formation | 1 |
| Elementary School Students | 1 |
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Author
| Brier, Norman | 1 |
| Brown, Ann L. | 1 |
| Campione, Joseph C. | 1 |
| Jacobs, Paul I. | 1 |
| Tighe, Louise S. | 1 |
| Tighe, Thomas J. | 1 |
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Peer reviewedBrown, Ann L.; Campione, Joseph C. – Child Development, 1971
Descriptors: Behavioral Science Research, Color, Cues, Data Analysis
Peer reviewedTighe, 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
Peer reviewedBrier, Norman; Jacobs, Paul I. – Child Development, 1972
A single administration of the reversal learning paradigm is not a sufficient basis for determining either a given subject's choice of option or his behavior on its constituent learning measures. This conclusion raises many questions about past research relating to mediation theory, since this paradigm has been the basic one employed. (Authors)
Descriptors: Data Analysis, Dimensional Preference, Discrimination Learning, Grade 2
