CUE-LEARNING AND PROBLEM-LEARNING STRATEGIES IN NORMAL AND RETARDED CHILDREN.
A distinction between 2 degrees of reliance upon situational cues in problem solving in proposed. The distinction is formulated in terms of 2 contrasting learning strategies: (1) the cue-learning strategy, which involves heavy reliance upon situational cues, and (2) the problem-learning strategy, wh...
| Published in: | Child Development Vol. 39; no. 3; pp. 827 - 849 |
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| Main Authors: | , |
| Format: | Article |
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Oxford University Press / USA
Sep1968
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=10404084&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 10404084 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Sep1968 vid: 39 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 10404084 10.2307/1126986 ppf: 827 ppct: 22 formats: tig: atl: CUE-LEARNING AND PROBLEM-LEARNING STRATEGIES IN NORMAL AND RETARDED CHILDREN. aug: au: Achenbach, Thomas Zigler, Edward su: Learning Children with intellectual disabilities Developmental psychology Child psychology sug: subj: Learning Children with intellectual disabilities Developmental psychology Child psychology ab: A distinction between 2 degrees of reliance upon situational cues in problem solving in proposed. The distinction is formulated in terms of 2 contrasting learning strategies: (1) the cue-learning strategy, which involves heavy reliance upon situational cues, and (2) the problem-learning strategy, which involves active attempts to educe abstract relationships among problem elements. Experiment I demonstrated that retardates could learn a 3-choice relative-size discrimination as quickly as normals of the same MA. However, when an obvious but somewhat misleading cue was provided, retardates relied on the cue significantly longer than normals. Noninstitutionalized retardates relied on the cue significantly longer than institutionalized retardates. Experiment II replicated the results of Experiment I and also demonstrated that reliance on the cue by retardates involved an inhibition of learning rather than caution in responding. Tentative evidence was found that persistent success experiences and reinforcement for independent thought could lead retardates to give up reliance on the cue as quickly as normals of the same MA. Experiment III showed that there was a significant correlation between imitativeness and cue learning in retardates but not in normals. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1968 holdings: @attributes: islocal: N |
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