Advances in Child Development and Behavior, Vol. 2 by Lewis P. & Spiker, Charles C. Lipsitt

By Lewis P. & Spiker, Charles C. Lipsitt

This quantity, one in a sequence, bargains with the constitution of developmental thought, recursive platforms, kid's iconic realism, the function of cognition in realizing gender results, the advance of processing velocity in adolescence and formative years and extra.

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Certain assumptions will be made in the discussion ’Spiker (1963a) has pointed out that motor paired-associate transfer tasks (such as la, Za, and 3a), in which the stimuli are presented singly, can be viewed as successive discrimination problems. Furthermore, traditional simultaneous discrimination learning problems can be substituted for these transfer tasks by presenting the two stimuli simultaneously on each trial and requiring the subject to learn to approach the one arbitrarily designated as correct.

Before elaborating on this point, it will be helpful to describe a number of designs usually classified as stimulus pretraining paradigms. Table I presents schematic diagrams of the types of stimuli and responses used in three paired-associate pretraining tasks in which verbal responses are associated with nonverbal stimuli. These types of pretraining have been referred to as relevant S(timu1us) pretraining (McAllister, 1953), since the stimuli are the same ones used in a subsequently presented transfer task, whereas the responses required in the two tasks are different.

Smith and G o s s (1955) used preschool and kindergarten children (N = 4 8 ) to compare the performances of a relevant S group, two attention groups, and a no pretraining group. The stimuli were four white squares differing in area. During relevant pretraining, the subjects learned to associate a different nonsense syllable (ddp, guz, ril, tek) with each square. A criterion of seven out of eight correct responses was used; if this criterion was not met, pretraining was terminated at the end of 96 trials.

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