Dimensional effects in Cross-modal Transfer of Discrimination Learning in Children.
4 groups of first-grade children were presented with 2 discrimination learning problems. Children in half of these were transferred from a visual to a factual problem, while the remainder experienced the opposite order. 1 group in each modality sequence was given 9, form-relevant problems (intradime...
| Publicado en: | Child Development Vol. 48; no. 2; pp. 625 - 630 |
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| Formato: | Artículo |
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Oxford University Press / USA
Jun1977
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=11234943&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 11234943 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Jun1977 vid: 48 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 11234943 10.2307/1128663 ppf: 625 ppct: 5 formats: tig: atl: Dimensional effects in Cross-modal Transfer of Discrimination Learning in Children. aug: au: Tyrrell, Donald J. affil: Franklin and Marshall College. su: Discrimination learning Transfer of training Psychology of learning Educational psychology Child development Developmental psychology sug: subj: Discrimination learning Transfer of training Psychology of learning Educational psychology Child development Developmental psychology ab: 4 groups of first-grade children were presented with 2 discrimination learning problems. Children in half of these were transferred from a visual to a factual problem, while the remainder experienced the opposite order. 1 group in each modality sequence was given 9, form-relevant problems (intradimensional transfer), while the others were transferred from a texture-relevant to a form-relevant problem (an extradimensional transfer). No differences appeared during original learning as a function of either modality of presentation or relevant dimension. Transfer acquisition was determined by type of transfer, with intradimensional transfer problems being acquired more rapidly than extradimensional transfer regardless of the modality sequence. It was concluded that these children did transfer dimensional information between the 2 modalities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1977 holdings: @attributes: islocal: N |
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