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Direct linkHayek, Maisam; Dorfberger, Shoshi; Karni, Avi – Developmental Science, 2016
Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…
Descriptors: Foreign Countries, Dyslexia, Braille, Elementary School Students
Gescheider, George A.; Wright, John H. – Journal of Experimental Psychology: Human Perception and Performance, 2012
Vibrotactile intensity-discrimination thresholds for sinusoidal stimuli applied to the thenar eminence of the hand declined as a function of practice. However, improvement was confined to the tactile information-processing channel in which learning had occurred. Specifically, improvements in performance with training within the Pacinian-corpuscle…
Descriptors: Tactual Perception, Stimuli, Information Processing, Transfer of Training
Gliner, Cynthia R.; and others – Mongr Soc Res Child Develop, 1969
Descriptors: Age Differences, Discrimination Learning, Responses, Tactual Perception
Peer reviewedWilliams, William N.; LaPointe, Leonard L. – Perceptual and Motor Skills, 1971
Descriptors: Discrimination Learning, Perception, Responses, Sensory Experience
Peer reviewedBrynat, P. E.; Raz, I. – Developmental Psychology, 1975
Simultaneous and successive visual and tactual shape discrimination were examined in this study which replicated with modifications an earlier study. When ceiling effects were precluded, data support the conclusion that children often find it more difficult to discriminate shapes by touch than by vision. (GO)
Descriptors: Discrimination Learning, Early Childhood Education, Pattern Recognition, Preschool Children
Download full textAbravanel, Eugene – 1971
This document reports on a study of how the eye and the hand become functionally coordinated during growth. A specific question researched is "How do children use their hands as perceptual tools for exploring objects in order to acquire information about them?" It was assumed that a pre-school child would have evolved a form of eye-hand…
Descriptors: Comparative Analysis, Discovery Learning, Discrimination Learning, Instructional Materials
Peer reviewedChurchill, A. V. – Perceptual and Motor Skills, 1971
Descriptors: Discrimination Learning, Kinesthetic Perception, Lateral Dominance, Measurement Techniques
Peer reviewedTyrrell, Donald J. – Child Development, 1977
Analysis of 40 first-grade children's performance on two discrimination learning problems revealed that children do transfer dimensional information between the visual and tactual modalities. (Author/JMB)
Descriptors: Dimensional Preference, Discrimination Learning, Learning Modalities, Primary Education
Peer reviewedEtaugh, Claire Falk; Van Sickle, Douglas – Child Development, 1971
Descriptors: Behavioral Science Research, Data Analysis, Depth Perception, Discrimination Learning
Hill, Suzanne D.; Barnett, Lester W., Jr. – J Spec Educ, 1969
Descriptors: Discrimination Learning, Exceptional Child Research, Learning Processes, Mental Retardation
Peer reviewedCronin, Virginia – Developmental Psychology, 1973
Study shows that there are differences in the information-processing capacities of touch and vision and that these differences are influenced by a variety of factors. (Author)
Descriptors: Discrimination Learning, Kindergarten Children, Learning Modalities, Performance Factors
Siegel, Alexander W.; Vance, Billie J. – 1969
Dimensional preference tasks in both visual and haptic modalities with three dimensional stimuli varying in form, size, color, or texture were presented to 64 children. There were 16 subjects at each of four grade levels: preschool, kindergarten, grade 1, and grade 3. On each trial, the subject was presented three stimuli and asked to tell the…
Descriptors: Discrimination Learning, Grade 1, Grade 3, Intermode Differences
Gulkus, Steven P. – 1977
The relationship between conceptual complexity and stimulus saliency was explored in a 3 x 4 factorial design using 144 undergraduates. Levels of complexity were represented by varying the ratio of relevant-to-irrelevant dimensions (1:3, 2:2, and 3:1). The saliency factor varied according to the discriminability between each attribute within…
Descriptors: Cognitive Style, Comprehension, Concept Formation, Discrimination Learning
Peer reviewedAbravanel, Eugene – Perceptual and Motor Skills, 1970
Descriptors: Behavioral Science Research, Discrimination Learning, Middle Class, Perceptual Development
Peer reviewedFishkin, Steven M.; Pishkin, Vladimir – Perceptual and Motor Skills, 1970
Descriptors: Cognitive Processes, Comparative Analysis, Concept Formation, Discrimination Learning
