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Schneider, H. G.; Ferrante, A. P. – Journal of Psychology, 1983
A total of 90 undergraduate volunteers learned a 12-pair, low-frequency verbal discrimination list. Independent variables were feedback (positive only, negative only, or both) and initial success (17, 50, or 83 percent correct on the first trial). While the main effect of feedback was not significant, that of initial success was. (Author/RH)
Descriptors: Discrimination Learning, Feedback, Higher Education, Success
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Libkuman, Terry M. – American Journal of Mental Deficiency, 1982
Results revealed a significant Intelligence x Frequency interaction, which indicated that the retarded group exhibited an incidential learning deficit but only under the high frequency condition. A possible explanation for this finding was discussed within the context of depth of processing. (Author)
Descriptors: Discrimination Learning, Incidental Learning, Mental Retardation, Verbal Learning
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Kiernan, Barbara; And Others – Journal of Speech, Language, and Hearing Research, 1997
Thirty 4- and 5-year-olds with specific language impairment (SLI) and 30 normally developing peers participated in a discrimination learning-shift paradigm. Both groups were equally successful in extracting regularities from recurring nonverbal stimuli and in making shifts. Findings failed to provide evidence that children with SLI are less able…
Descriptors: Child Development, Discrimination Learning, Language Acquisition, Language Impairments
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Elliott, Lois L.; And Others – Child Development, 1986
Examines whether age-related differences would be observed between young children and adults for discrimination of synthesized, five-format consonant-vowel syllables that differed in voicing onset time of the initial consonants. (HOD)
Descriptors: Adults, Age Differences, Auditory Discrimination, Auditory Stimuli