Discussions about transfer have mainly dealt with how people manage to do something in a situation thanks to having done something similar in a previous situation. From an educational point of view, however, it appears more fruitful to consider the case when the learner, having learned to do something in 1 situation, might be able to do something…

A learning-to-learn approach was taken in the present study in an attempt to draw the subjects' attention to the associative relations among items and to examine whether the presentation of four functionally equivalent interitem lists would result in the subjects' using a higher cognitive strategy. (Author/RK)

Groups of second grade and college students were presented with a series of three-alternative, four-dimensional discrimination problems that contained probes for the subject's hypothesis. Subjects received either complete feedback or partial feedback. In the latter condition, when subjects were told their response choice was incorrect the correct…

Compared the ability of poor and good readers in the second grade to make same-different matches of visual, auditory, and visual-auditory stimuli. (JMB)

Examined the learning performance of 192 fourth-, fifth-, and sixth-grade children on either a two or four choice simultaneous color discrimination task. Compared the use of verbal reinforcement and/or punishment, under conditions of either complete or incomplete instructions. (Author/SDH)

Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

Children from 18-30 months who spoke in either one-or two-word utterances were tested for their ability to discriminate between grammatical and ungrammatical sentences. Results showed that these children can discriminate. (ST)

Presents four studies of concept identification behavior in first graders and kindergarten children under the blocking paradigm as implemented within a multidimensional discrimination task. While blocking was observed in children's learning, the data indicate the need for more sensitive and individualized measures of stimulus control in future…

The use of discrimination learning paradigms in the study of attentional transfer is discussed. (Editor)

TO DETERMINE WHAT EFFECT INTRALIST SIMILARITY AND STIMULUS ISOLATION WOULD HAVE ON THE VON RESTORFF EFFECT, ISOLATED STIMULUS TERMS WERE PRESENTED IN RED AND NONISOLATED STIMULUS TERMS WERE PRESENTED IN BLACK. SUBJECTS WERE 60 FIRST GRADERS. THE PAIRED-ASSOCIATE ANTICIPATION PROCEDURE WAS USED. ACQUISITION TRIALS AND TRANSFER TESTS WERE GIVEN FOR…

Frequency difference thresholds were determined for fourteen 4- to 9-month-old infants (mean age, 6 months 10 days) using a discrimination learning paradigm, following a one-up, two-down staircase procedure. The subject heard 500 msec tone bursts repeated at a rate of one per sec, with a fixed standard frequency. At various points in this pulse…

This study attempts to assess differences in the three aspects of cognitive complexity--differentiation, discrimination, and integration--as functions of information about and interest in the relevant domain. The two groups of subjects consisted of 20 members of a local sports car club and an equal number from a local garden club. Each group had…

Previous research has demonstrated that requiring children to trace from memory the correct member of a pictorial discrimination pair markedly facilitates performance. The subjects for the first experiment in this study were 45 fifth grade students. The control group was given regular discrimination learning instructions. The image-trace group was…

This paper, a Southwest Regional Laboratory (SWRL) technical note, contains preliminary guidelines for the development of spelling instruction for kindergarten through grade three. It includes information on program content and organization, word-attack instruction, written exercises, teacher materials, and supplementary activities. The material…