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Gholson, Barry; Danziger, Sheldon – Journal of Experimental Child Psychology, 1975
Second and sixth grade children solved a series of four-and eight-dimensional discrimination learning problems dictating selection of hypotheses which could be monitored by means of blank trials. Differential effects of stimulus complexity upon the performance of the two age groups are discussed. (GO)
Descriptors: Conceptual Schemes, Discrimination Learning, Elementary School Students, Problem Solving

Cantor, Joan H.; Spiker, Charles C. – Journal of Experimental Child Psychology, 1978
A specially designed discrimination learning task was used to investigate whether the performance of kindergarten and first grade children could be improved through explicit training with a simple hypothesis-testing strategy. (Author/MP)
Descriptors: Discrimination Learning, Elementary School Students, Hypothesis Testing, Problem Solving

Bowers, Nancy Parsley – Child Development, 1976
Cognitive organization in problem solving was investigated using a transfer paradigm. (SB)
Descriptors: Cognitive Processes, Discrimination Learning, Elementary School Students, Problem Solving

Smith, Linda B.; And Others – Journal of Experimental Child Psychology, 1975
This study is designed to test the hypothesis that an inability to separate incoming information into discrete messages is a source of young children's relatively poor performance in selective attention tasks. Subjects were 27 children drawn from kindergarten, second grade and fifth grade classes. (Author/GO)
Descriptors: Attention, Auditory Stimuli, Cognitive Processes, Discrimination Learning

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

Mims, 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

Brannigan, Gary G.; And Others – Developmental Psychology, 1974
Tests the hypothesis that strong approval motivation is developmentally lower than weaker approval motivation, since the high-approval-motivated individual is more dependent on the external world than on internal cues and norms. (Author/ED)
Descriptors: Developmental Psychology, Discrimination Learning, Elementary School Students, Motivation Techniques

Weisz, John R. – Journal of Experimental Child Psychology, 1977
To clarify the roles of IQ and mental age (MA) in hypotheses behavior, MA-matched subjects at three levels of IQ and three levels of MA received blank trial discrimination learning problems using procedures designed to discourage position-oriented responding. (Author/BD)
Descriptors: Cognitive Development, Discrimination Learning, Elementary School Students, Intelligence Differences

Cantor, Joan H.; Spiker, Charles C. – Child Development, 1979
Subjects were trained against their initial dimensional preference in a two-dimensional simultaneous discrimination learning task. (RH)
Descriptors: Age Differences, Dimensional Preference, Discrimination Learning, Elementary School Students
Porter, Walter L. – J Exp Child Psychol, 1969
Descriptors: Cognitive Development, Constructed Response, Discrimination Learning, Elementary School Students

Drotar, Dennis – Child Development, 1974
Descriptors: Cues, Discrimination Learning, Elementary School Students, Handicapped Children

Offenbach, Stuart I. – Child Development, 1980
According to Hypothesis (H) theory, learning should be very difficult when the number of Hs the subject samples from is very large and/or the correct H is not available. These assumptions were tested with third- and fourth-grade children. In general, results supported these assumptions. (Author/MP)
Descriptors: Cognitive Processes, Discrimination Learning, Elementary School Students, Failure

Kemler, Deborah G. – Developmental Psychology, 1978
Three studies of elementary school children's problem-solving procedures in intentional discrimination tasks are reported. Subjects were children selected from kindergarten and grades 2, 3, and 6. (Author/MP)
Descriptors: Age Differences, Cognitive Processes, Discrimination Learning, Elementary Education

Stipek, Deborah J.; Kowalski, Patricia S. – Journal of Educational Psychology, 1989
A study involving 110 fifth- and sixth-graders (51 male and 59 female), classified as low or high in effort orientation, assessed the effects of task- versus performance-oriented instructions on a computer-assisted test programed to ensure that all examinees failed to solve all problems. Problem-solving strategy analyses were preformed. (TJH)
Descriptors: Attribution Theory, Comparative Analysis, Computer Assisted Testing, Discrimination Learning
Dickerson, Donald J. – 1968
Six experiments examined the problem-solving behavior of normal and mentally retarded (MR) children with a two-choice discrimination learning situation: the effects of stimulus similarity upon types of solutions utilized by MR children; the role of redundant cues in the discrimination learning of MR subjects with differing mental ages; the…
Descriptors: Abstract Reasoning, Children, Cognitive Processes, College Students