This discussion of how conditions of the recipient can affect effectiveness of feedback presents an overview of the topic (feedback functions and feedback about what, when, by whom, and types), and discusses factors affecting formative feedback, i.e., recipients' discrimination repertoires and self-monitoring behavior development in…

Investigates preschoolers' knowledge of counting principles by examining their ability to discriminate between features essential for correct counting and features typically present but unessential. Skill in executing the standard counting procedure was found to precede knowledge of the underlying principle. (Author/AS)

Twenty developmentally retarded preschool children were trained on two visual discriminations with automated instruction and two discriminations with human instruction. Results showed human instruction significantly better than automated instruction. Nine Ss reached criterion for both discriminations with automated instruction, therefore showing…

The question of how children represent and use comparative or partially ordered information is examined. Two experiments tested a conjecture that a common representation, a linear order, underlies the processing of all comparatives. (Author/MS)

Investigated effects of dimensional dominance of stimuli and subject's ages in initial and shift learning of discrimination tasks. (DP)

An extension of discrimination-learning theory based on the inhibition of stimulus intensity was proposed and supported as a mechanism of cognitive development. Among 48 normal and 37 educable mentally retarded children the predominant category of transistional children conserved at a low level of stimulus intensity but failed to conserve at a…

Studies based on an analysis of one species of learning and transfer task, the transposition problem, in terms of two ways in which the experimenter's and the child's definition may differ. (Author)

Results of two experiments show that only postinformative feedback intervals to be significant sources of variation; mean trends appeared to indicate that extended preresponse intervals interfere with performance, if anything. (Authors/MB)

Study focuses on children aged 3 to 5 years from 3 London areas. Contrary to expectation, awareness of differences in skin color was not a simple function of age and contact with colored children and adults; no clear evidence of prejudiced thinking was found in the subjects studied. (RJ)

A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)

Comparison between relational concepts and word definitions coincided with lower levels of thinking, and abstract definitions with the highest level. (Author)