Descriptor
| Discrimination Learning | 5 |
| Grade 2 | 5 |
| Learning Processes | 5 |
| Transfer of Training | 2 |
| Verbal Learning | 2 |
| Visual Stimuli | 2 |
| Age Differences | 1 |
| Associative Learning | 1 |
| Attention | 1 |
| Concept Formation | 1 |
| Concept Teaching | 1 |
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Peer reviewedOffenbach, Stuart I. – Journal of Experimental Child Psychology, 1973
Second graders were administered a two-choice discrimination task in which irrelevant dimensions were correlated .50, .75, or 1.00 with the 100 percent rewarded cue. Results indicate that learning was most impeded in the .75 condition and was most efficient in the 1.00 condition. These results support the Hypothesis Testing Theory of…
Descriptors: Attention, Cues, Discrimination Learning, Elementary School Students
Download full textGibson, Eleanor J. – 1972
Second and fifth graders were presented with a discrimination learning task in which each of four displays were to be paired with a response button. For one group two of the displays shared a common feature and were paired with the other response button. This common feature condition required a subject to learn only two associations if he…
Descriptors: Discrimination Learning, Elementary Education, Grade 2, Grade 5
Peer reviewedCarroll, Wayne R.; And Others – Psychological Reports, 1971
Descriptors: Associative Learning, Discrimination Learning, Grade 2, Information Processing
Dembo, Myron H.; And Others – 1969
The purpose of this study was to investigate both the relationship between verbalization and shift-learning and the possible prepotent stimulus dimensions of the eighty-four 7-year-olds used as subjects. Four pairs of two-dimensional stimuli were presented to the children, for the discrimination learning task, in the following order: large black,…
Descriptors: Concept Formation, Concept Teaching, Discrimination Learning, Grade 2
Peer reviewedYussen, Steven R. – Child Development, 1972
Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)
Descriptors: Age Differences, Discrimination Learning, Grade 2, Learning Processes
