Punishment, and high and low value reinforcement were compared for effects on discrimination learning in elementary school boys. (DP)

A report on research which investigates the effectiveness of a reinforcement program which would require an increased amount of desirable behavior for each unit of reinforcement. (Author)

A critical examination of two key aspects of Piaget's account of how small children come to understand basic number concepts. (Author/CS)

Research supported by U.S. Office of Education contract OE-6-8934.

Research was conducted on two selective attention systems in learning situations. The theoretical and experimental approaches are presented in a set of six papers. One paper considered directions in attention theory and five papers report experiments with pigeon and children subjects. The two attention systems are (1) coding response, which…

This study assessed the effect of different novelty pairings and reward sequences on the exploratory behavior in successive discrimination learning problems of 60 preschool children from a Head Start program. (BRT)

An infant control habituation-recovery procedure was used to study 3-month-old infants' discrimination of sad, happy, and surprise facial expressions. (Author/JMB)

Exploring the ability of subjects to make accurate discriminations by active touch, two studies involving 20 sighted adults investigated sensitivity of the fingertip in perceiving length, using Braille cells as stimuli. Results indicated differential sensitivity of the fingertip to one parameter of active touch: cell height discrimination. (JW)

Examines discrimination of geometric shapes by three-month-old infants who were presented with geometric stimuli moving laterally at two different velocities. Finds that subjects discriminate between geometric forms at velocities that, according to previous findings, might interfere with shape discrimination. Discusses the possible interactive…

Performance by 11 multiply handicapped children (3-7 years old) on discrimination tasks was used to predict performance on four common classroom tasks in auditory, sign, and visual modes. Ninety-two percent of the predictions made were accurate, indicating that the discrimination assessment was successful in determining each child's preferred…

Competing explanations of the beneficial effect of spacing in retardate discrimination learning were tested. Results are inconsistent with consolidation and rehearsal theories but support the prediction of the Geber, Greenfield, and House spacing model that forgetting from short-term memory facilities retardate learning. (Author/SB)

Subjects used more extra-dimensional shift solutions in the presence of novel cues than in the presence of familiar cues, except at the highest training level. (MH)