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The Relative Effectiveness of Observing Response vs. Predifferentiation Pretraining on Children's Discrimination Learning.

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Title: The Relative Effectiveness of Observing Response vs. Predifferentiation Pretraining on Children's Discrimination Learning.
Authors: Vance, Billie J., Siegel, Alexander W., Pittsburgh Univ., PA. Learning Research and Development Center.
Source: Psychonomic Science. 1971 4(24):183-185.
Peer Reviewed: N
Page Count: 4
Publication Date: 1971
Sponsoring Agency: Office of Education (DHEW), Washington, DC.
Contract Number: OEC-4-10-158(010)
Descriptors: Children, Comparative Analysis, Discrimination Learning, Educational Environment, Evaluation, Grade 1, Learning Activities, Observation, Research, Responses, Stimulus Devices, Training, Visual Stimuli
Abstract: This study was designed to assess the relative effectiveness of four components of pretraining on a subsequent simultaneous discrimination and reversal: (1) making same-different judgments about the two stimuli; (2) making a specific observing response to the critical feature of the stimuli; (3) simple familiarization with the stimuli; and (4) developing a set to compare stimuli. Seventy-two first-grade children served as Ss. Two sets of stimuli were used: line drawings of cats and line drawings of children's faces. Although none of the pretraining conditions had a facilitating effect for Ss seeing the faces, there were significant facilitative effects for Ss seeing cats. Specifically, the three pretraining conditions involving same-different judgments facilitated both learning and reversal, whereas the effect of "observing response alone" pretraining had no such facilitative effect. (Author)
Notes: Reprint
Journal Code: RIEMAY1972
Entry Date: 1972
Accession Number: ED058968
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED058968
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  Data: The Relative Effectiveness of Observing Response vs. Predifferentiation Pretraining on Children's Discrimination Learning.
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  Data: <searchLink fieldCode="AR" term="%22Vance%2C+Billie+J%2E%22">Vance, Billie J.</searchLink><br /><searchLink fieldCode="AR" term="%22Siegel%2C+Alexander+W%2E%22">Siegel, Alexander W.</searchLink><br /><searchLink fieldCode="AR" term="%22Pittsburgh+Univ%2E%2C+PA%2E+Learning+Research+and+Development+Center%2E%22">Pittsburgh Univ., PA. Learning Research and Development Center.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychonomic+Science%22"><i>Psychonomic Science</i></searchLink>. 1971 4(24):183-185.
– Name: PeerReviewed
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  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1971
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Education (DHEW), Washington, DC.
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  Label: Contract Number
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  Data: OEC-4-10-158(010)
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Discrimination+Learning%22">Discrimination Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulus+Devices%22">Stimulus Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study was designed to assess the relative effectiveness of four components of pretraining on a subsequent simultaneous discrimination and reversal: (1) making same-different judgments about the two stimuli; (2) making a specific observing response to the critical feature of the stimuli; (3) simple familiarization with the stimuli; and (4) developing a set to compare stimuli. Seventy-two first-grade children served as Ss. Two sets of stimuli were used: line drawings of cats and line drawings of children's faces. Although none of the pretraining conditions had a facilitating effect for Ss seeing the faces, there were significant facilitative effects for Ss seeing cats. Specifically, the three pretraining conditions involving same-different judgments facilitated both learning and reversal, whereas the effect of "observing response alone" pretraining had no such facilitative effect. (Author)
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  Data: Reprint
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  Data: 1972
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  Data: ED058968
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    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 183
    Subjects:
      – SubjectFull: Children
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Discrimination Learning
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Responses
        Type: general
      – SubjectFull: Stimulus Devices
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Visual Stimuli
        Type: general
    Titles:
      – TitleFull: The Relative Effectiveness of Observing Response vs. Predifferentiation Pretraining on Children's Discrimination Learning.
        Type: main
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          Name:
            NameFull: Pittsburgh Univ., PA. Learning Research and Development Center.
      – PersonEntity:
          Name:
            NameFull: Vance, Billie J.
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          Name:
            NameFull: Siegel, Alexander W.
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1971
          Numbering:
            – Type: volume
              Value: 4
            – Type: issue
              Value: 24
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