Descriptor
| Dimensional Preference | 5 |
| Kindergarten Children | 5 |
| Task Performance | 5 |
| Data Analysis | 2 |
| Discrimination Learning | 2 |
| Training | 2 |
| Age Differences | 1 |
| Attention | 1 |
| Conservation (Concept) | 1 |
| Developmental Tasks | 1 |
| Elementary School Students | 1 |
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Author
| Brier, Norman | 1 |
| Jacobs, Paul I. | 1 |
| Medin, Douglas L. | 1 |
| Miller, Patricia H. | 1 |
| Spiker, Charles C. | 1 |
| Tatarsky, Julian H. | 1 |
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Peer reviewedMedin, Douglas L. – Child Development, 1973
Study further examined the effects of forced-choice trials on dimensional preferences. (Author)
Descriptors: Dimensional Preference, Forced Choice Technique, Kindergarten Children, Measurement
Peer reviewedTatarsky, Julian H. – Child Development, 1974
Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)
Descriptors: Developmental Tasks, Dimensional Preference, Elementary School Students, Kindergarten Children
Peer reviewedMiller, Patricia H. – Child Development, 1973
Results show that both kindergarten nonconservers and kindergarten conservers found height most salient. Third-grade conservers found quantity most salient but could easily attend to height and width. (Author/CB)
Descriptors: Age Differences, Attention, Conservation (Concept), Data Analysis
Peer reviewedSpiker, Charles C.; And Others – Journal of Experimental Child Psychology, 1972
Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)
Descriptors: Dimensional Preference, Discrimination Learning, Goodness of Fit, Kindergarten Children
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
