A Review of Research on Learning Sets and Transfer of Training in Mental Defectives

Kaufman, Melvin E.; Prehm, Herbert J.

doi:10.1016/s0074-7750(08)60205-0

Cited by 19 publications

(8 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, inspection of assumptions underlying covariance analysis (Tatsuoka 1971) revealed an interaction of the regression lines, violating the equal slope assumption. The normal children revealed a trend consistent with that found in the literature, as their facility of LS acquisi- Volume 15, Number 8, October 1982 tion increased with MA (Kaufman & Prehm 1966). The LD children, on the other hand, showed a decrease in facility of LS acquisition with an MA increase.…”

Section: Analysis Of Covariancesupporting

confidence: 85%

Controlling IQ Differences Between Reading Disabled and Normal Children

McLeskey

Rieth

1982

J Learn Disabil

View full text Add to dashboard Cite

Learning disability research has been the subject of much controversy in recent years. The research concern addressed in this paper relates to the equivalence of selected samples of learning disabled and normal children on measures of intelligence. LD and normal children often differ on measures of intelligence, as normal children score higher; intelligence test scores also are not similarly correlated with achievement measures for LD and normal children. This difference often is controlled in research investigations using analysis of covariance. When this procedure is used with LD children, assumptions underlying analysis of covariance frequently are violated. To illustrate this point, an empirical example is reviewed, with an interpretation of results when using analysis of covariance and an alternative procedure. Although specific procedures may be used with given samples of LD children to control for the IQ score difference, more research is needed to further clarify the nature of this difference.

show abstract

Section: Analysis Of Covariancesupporting

confidence: 85%

Controlling IQ Differences Between Reading Disabled and Normal Children

McLeskey

Rieth

1982

J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…Age-related changes in selective attention in normal children, suggestive of a developmental continuum, have also been reported (Hale & Morgan, 1973;Hale & Taweel, 1974). Linguistic and MA level have been found to be correlated with similar indices of success on discrimination tasks in normal (Reese, 1963), retarded (House & Zeaman, 1958, 1960Kaugman & Prehm, 1966), and autistic children (Hermelin & O'Connor, 1970;Kovattana & Kraemer, 1974). Data indicative of a relationship between stimulus utilization and general level of mental functioning has been reported by Lovaas et al (1971).…”

Section: Discussionmentioning

confidence: 78%

Sensory preference and overselective responding in autistic children

Kolko

Anderson

Campbell

1980

J Autism Dev Disord

View full text Add to dashboard Cite

Five autistic and five normal children were allowed to register a sensory modality preference by bar pressing to select either a visual (slides) or an auditory (music) stimulus. The children were then taught a discrimination between the presence or absence of a compound auditory-visual stimulus (white noise and light). Testing for stimulus overselectivity revealed that the autistic children attended to only one aspect of the compound stimulus. In all cases this was the sensory modality that was selected during the preference test. Significant correlations were obtained between Gesell developmental scores and degree of overselectivity. Normal children registered an equal preference for music and slides and displayed no overselectivity.

show abstract

“…This occurred regardless of the particular objects involved. Since Harlow's classic study, many studies have demonstrated a similar "learning set" outcome with human subjects and with a variety of stimuli (see Kaufman & Prehm, 1966). Routh and Wischner (1970) demonstrated conditional discrimination learning-set with normal children between 7 and 11 years.…”

mentioning

confidence: 94%

Learning-Set Outcome in Second-Order Conditional Discriminations

2000

View full text Add to dashboard Cite

This study was designed to determine whether the acquisition of second-order conditional discriminations becomes more rapid across new discriminations. Three normal grade-school children served as subjects. In general, performances improved across sets of second-order discriminations. Moreover, there was little disruption of performance when the second-order stimuli were changed from discrete forms to being compounded with the sample stimuli. Errors increased markedly when the second-order conditional discrimination shifted from one in which one secondorder conditional stimulus indicated that the original contingencies were reversed to a condition in which one second-order conditional stimulus indicated that the subject should select the same comparison stimulus regardless of which sample form was present. Errors prior to mastery decreased, however, across problems of the new type-thus reproducing the learning-set outcome with new stimuli. Harlow (1949) reported that monkeys' performances on two-choice simple discrimination problems improved markedly across new problems. In his classic study, food-deprived monkeys were trained to raise one of two objects to find a food item placed below one of the objects. After a number of training trials, the monkeys raised the object covering the food. When this occurred, another pair of objects was presented for discrimination. The procedure was repeated with several hundred different pairs of objects. After about 200 problems had been taught, the monkeys consistently selected the correct object after only one trial. In the We are grateful to Dean Williams for help with laboratory tasks, Gladys Williams and Jennifer O

show abstract

A Review of Research on Learning Sets and Transfer of Training in Mental Defectives

Cited by 19 publications

References 27 publications

Controlling IQ Differences Between Reading Disabled and Normal Children

Controlling IQ Differences Between Reading Disabled and Normal Children

Sensory preference and overselective responding in autistic children

Learning-Set Outcome in Second-Order Conditional Discriminations

Contact Info

Product

Resources

About