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Stimulus Duration and Visual Processing Time
Peer reviewed Peer reviewed
Goodglass, Harold – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, Discrimination Learning, Information Processing, Learning Processes
Successive Discrimination Learning of Children With and Without Perceptual-Motor Handicaps
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Wilson, Lonny R. – Perceptual and Motor Skills, 1971
Descriptors: Discrimination Learning, Handicapped Children, Learning Processes, Learning Theories
Effects of Temporal Relationship Between Stimuli on Children's Discrimination Learning
Peer reviewed Peer reviewed
Smothergill, Daniel W. – Perceptual and Motor Skills, 1971
Descriptors: Child Development, Cognitive Development, Discrimination Learning, Error Patterns
Eye Orientation During Visual Discrimination Learning by Humans
Peer reviewed Peer reviewed
Oscar-Berman, Marlene; Bakoplus-Banos, Janis – Perceptual and Motor Skills, 1971
Descriptors: Behavioral Science Research, Discrimination Learning, Eye Fixations, Eye Movements
Intersensory Redundancy Guides Attentional Selectivity and Perceptual Learning in Infancy.
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Bahrick, Lorraine E.; Lickliter, Robert – Developmental Psychology, 2000
Three experiments assessed the intersensory redundancy hypothesis in early infancy. Findings indicated that habituation to a bimodal rhythm resulted in discrimination of a novel rhythm, whereas habituation to the same rhythm presented unimodally resulted in no evidence of discrimination. Temporal synchrony between the bimodal auditory and visual…
Descriptors: Attention, Discrimination Learning, Habituation, Infant Behavior
Processing of Rapid Auditory Stimuli in School-Age Children Referred for Evaluation of Learning Disorders.
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Waber, Deborah P.; Weiler, Michael D.; Wolff, Peter H.; Bellinger, David; Marcus, David J.; Ariel, Raya; Forebes, Peter; Wypig, David – Child Development, 2001
Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…
Descriptors: Auditory Stimuli, Children, Cognitive Processes, Comparative Analysis