Descriptor
| Discrimination Learning | 5 |
| Shift Studies | 5 |
| Preschool Children | 3 |
| Responses | 3 |
| Age Differences | 2 |
| Data Analysis | 2 |
| Grade 2 | 2 |
| Dimensional Preference | 1 |
| Grade 3 | 1 |
| Infants | 1 |
| Intelligence Differences | 1 |
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Source
| Child Development | 5 |
Author
| Berman, Phyllis W. | 1 |
| Brier, Norman | 1 |
| Daehler, Marvin W. | 1 |
| Goldstein, Sondra Blevins | 1 |
| Jacobs, Paul I. | 1 |
| Siegel, Alexander W. | 1 |
| Yussen, Steven R. | 1 |
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Peer reviewedBerman, Phyllis W. – Child Development, 1973
If learning is viewed in terms of the tendency to approach a stimulus that has been rewarded and to avoid a stimulus that has not been rewarded, then it must be concluded that the subjects in this study did not learn. (Author)
Descriptors: Age Differences, Discrimination Learning, Preschool Children, Responses
Peer reviewedDaehler, Marvin W.; And Others – Child Development, 1976
This study examined the equivalence of objects and pictures of objects in transfer discrimination of 72 children (ages 24-45 months). (BRT)
Descriptors: Discrimination Learning, Infants, Perception, Preschool Children
Peer reviewedGoldstein, Sondra Blevins; Siegel, Alexander W. – Child Development, 1971
Study found that stimulus presence during a delay of reinforcement interval enhanced performance, and to a large extent prevented the usual delay-produced decrement. (Authors)
Descriptors: Data Analysis, Discrimination Learning, Grade 3, Intervals
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
Peer reviewedYussen, Steven R. – Child Development, 1972
Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)
Descriptors: Age Differences, Discrimination Learning, Grade 2, Learning Processes
