Descriptor
| Shift Studies | 5 |
| Task Performance | 5 |
| Comparative Analysis | 2 |
| Paired Associate Learning | 2 |
| Responses | 2 |
| Tables (Data) | 2 |
| Age Differences | 1 |
| Attention | 1 |
| Children | 1 |
| Cognitive Processes | 1 |
| Cognitive Style | 1 |
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Source
| Journal of Experimental Child… | 5 |
Author
| Goulet, L. R. | 1 |
| House, Betty J. | 1 |
| Peters, R. DeV. | 1 |
| Smiley, Sandra S. | 1 |
| Thurlow, Martha L. | 1 |
| Turnure, James E. | 1 |
| Williams, Kerry G. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
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Peer reviewedHouse, Betty J. – Journal of Experimental Child Psychology, 1979
Two groups of mentally retarded children (MA: 4 to 8 years) were pretrained using two different methods. It was predicted that shift performance of the two groups trained to use different strategies would resemble those of two different developmental levels. (MP)
Descriptors: Attention, Children, Comparative Analysis, Discrimination Learning
Peer reviewedGoulet, L. R.; Williams, Kerry G. – Journal of Experimental Child Psychology, 1970
Descriptors: Learning Theories, Mediation Theory, Paired Associate Learning, Primary Education
Peer reviewedSmiley, Sandra S. – Journal of Experimental Child Psychology, 1972
Major finding of this study is that relative cue similarity can be used as a definition of dimensional dominance and that it predicts both initial learning and shift behavior for normal first- and third-grade children. (Author)
Descriptors: Age Differences, Cues, Dimensional Preference, Grade 1
Peer reviewedPeters, R. DeV. – Journal of Experimental Child Psychology, 1979
The optional shift performance of 52 reflective and 50 impulsive second-grade girls was assessed under two response-consequence conditions: (1) reward for correct responses only, and (2) reward for correct responses and a penalty for incorrect responses. (Author/MP)
Descriptors: Cognitive Processes, Cognitive Style, Comparative Analysis, Conceptual Tempo
Peer reviewedThurlow, Martha L.; Turnure, James E. – Journal of Experimental Child Psychology, 1972
Study investigated the effects of task difficulty on the paired-associate learning of retardates when extended elaboration conditions are employed. (Authors)
Descriptors: Difficulty Level, Mild Mental Retardation, Paired Associate Learning, Recall (Psychology)
