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Peer reviewedHill, Kenneth T.; And Others – Journal of Experimental Child Psychology, 1974
Descriptors: Adults, Discrimination Learning, Elementary School Students, Feedback
Peer reviewedBrown, Davina M. – Journal of Experimental Child Psychology, 1985
To determine whether the effects of noncontingent feedback were transferable, 64 first-grade boys first were given a two-choice discrimination task and then a different contingent task. Results suggested that, even when conditions change, experience with prior noncontingent feedback disrupts the ability to use contingent information. (Author/BE)
Descriptors: Discrimination Learning, Elementary Education, Elementary School Students, Feedback
Peer reviewedMims, R. Michael; Gholson, Barry – Journal of Experimental Child Psychology, 1977
In this study, hypothesis probe techniques were used to provide trial-to-trial monitoring of second and third grade children's use of feedback. (SB)
Descriptors: Cognitive Processes, Discrimination Learning, Elementary Education, Elementary School Students
Peer reviewedWilliams, Brian R. – Journal of Experimental Child Psychology, 1974
Presents a procedure for estimating the probability of true hypothesis behavior, including a validity test for the resulting estimate. The procedure is applied to data taken from three research reports, and reveals substantial differences between age and treatment groups. Also discusses implications of the procedure for correctly interpreting…
Descriptors: Age Groups, Discrimination Learning, Elementary School Students, Feedback
Peer reviewedVasta, Ross; Teitelbaum, Michael – Journal of Experimental Child Psychology, 1976
This study tested the hypothesis that the reported increase in children's use of prepositional phrases when exposed to novel (inverted) prepositional phrases could be eliminated by discrimination training in two prepositional forms. (Author/MS)
Descriptors: Behavioral Science Research, Discrimination Learning, Elementary Education, Elementary School Students
Peer reviewedRiley, Christine A. – Journal of Experimental Child Psychology, 1976
The question of how children represent and use comparative or partially ordered information is examined. Two experiments tested a conjecture that a common representation, a linear order, underlies the processing of all comparatives. (Author/MS)
Descriptors: Cognitive Development, Cognitive Processes, Discrimination Learning, Elementary Education
Peer reviewedGholson, Barry; And Others – Journal of Experimental Child Psychology, 1973
Second grade Ss and college students were tested under three conditions of the temporal relationship of feedback and stimulus information. (Editor)
Descriptors: Child Psychology, Cognitive Processes, College Students, Discrimination Learning
Richman, Shanna – 1976
This study was designed to investigate the effects of modeling or training with and without rule provision on the employment of strategies in solving four-dimensional, discrimination-learning problems. Subjects were 144 second and sixth-grade children from the New York City Public Schools. The blank-trial hypothesis testing paradigm was used. The…
Descriptors: Age Differences, Cognitive Processes, Discrimination Learning, Educational Research
Download full textJones, Russell T.; Kazdin, Alan E. – 1979
This paper reports to two experiments designed to develop a behavioral procedure to teach young children emergency dialing skills. Experiment 1 evaluated the effects of a behavioral procedure administered by the classroom teachers. In the classrooms training focused upon making phone calls in emergency situations. Six steps in emergency dialing…
Descriptors: Behavior Patterns, Behavioral Science Research, Classroom Research, Discrimination Learning
