Children'S Discrimination Learning Based on Identity or Difference

House, Betty J.; Brown, Ann L.; Scott, Marcia S.

doi:10.1016/s0065-2407(08)60313-4

Cited by 17 publications

(13 citation statements)

References 74 publications

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“…The finding that the different-same task was learned faster than the same-different task seems to be consistent with the attention model (House et al, 1974) rather than the rule model (Bowers, 1976). According to the attention model, the number of steps to be changed from the original task to learn the transfer task is one for the different-same task and two for the same-different task.…”

Section: Discussionsupporting

confidence: 52%

“…Therefore, the effects of stimulus dimensions on rule learning should be analyzed in further studies. Although both the rule (Bowers, 1976) and the attention (House et al, 1974) models assume that the rule and the dimension are two separable components in the learning process and arc processed in the sequential manners, it may be more plausible to assume that both components are not separable and processed in a simultaneous (or parallel) manner.…”

Section: Discussionmentioning

confidence: 99%

“…When the subjects were trained to 6/6+30 correct responses and on the identity rule, the two tasks were learned almost at the same rate. The findings were explained by taking account of the strength of rule and dimensional responses learned in the original task and of the property of the rule learned, and were discussed in relation to the rule and the attention models of relational learning.Key words: rule (identity and oddity) learning, dimensional response, transfer, rule model, attention model.In an extensive review of literature on identity-difference discrimination learning, House, Brown, and Scott (1974) proposed a chaining attentional model. According to this model, oddity learning is represented as acquisition on a chain of three components:…”

mentioning

confidence: 99%

“…In an extensive review of literature on identity-difference discrimination learning, House, Brown, and Scott (1974) proposed a chaining attentional model. According to this model, oddity learning is represented as acquisition on a chain of three components:…”

mentioning

confidence: 99%

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Learning and transfer in matching-to-sample tasks

Sugimura

1982

Jpn. Psychol. Res

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One hundred and twenty-eight kindergarten children were trained on an identity or an oddity task with color and form dimensions to 6/6 or 6/6+30 correct responses and then tested on the transfer task with the same rule-different dimension (S-D task) or the task with the different rule-same dimension (D-S task). When the subjects were trained to 6/6 correct responses and on the oddity rule, the D-S transfer task was learned faster than the S-D task. When the subjects were trained to 6/6+30 correct responses and on the identity rule, the two tasks were learned almost at the same rate. The findings were explained by taking account of the strength of rule and dimensional responses learned in the original task and of the property of the rule learned, and were discussed in relation to the rule and the attention models of relational learning.Key words: rule (identity and oddity) learning, dimensional response, transfer, rule model, attention model.In an extensive review of literature on identity-difference discrimination learning, House, Brown, and Scott (1974) proposed a chaining attentional model. According to this model, oddity learning is represented as acquisition on a chain of three components:(a) attention to a relevant vehicle dimension which carries the oddity relation, (h) attention to the oddity relation among the cues on the relevant dimension, and (c) the instrumental response to the odd stimulus. An important assumption in this model is that for the solution of oddity tasks attention to the oddity relation must be preceded by attention to the relevant dimension. They suggested that this model could be applicable to other types of identity-difference learning with only minor variations.In an earlier study Brown (1970) found that second grade children who were overtrained on an original task learned very rapidly both an intradimensional and an extradimensional oddity tasks. On the basis of this finding Brown suggested the possibility of reversal in the sequential order of the two attentional (or observing) responses:" Once the relational observing response (suggested by House) reached asymptote, the sequential order of the two observing responses would be reversed and the problem would become one of the searching for the oddity relationship (e.g., " find the one that's odd ") , followed by a search for the dimension carrying the odd cue (p. 317)."Recently Bowers (1976) proposed a model which is referred to as a rule model by generalizing the Brown' s suggestion.In this model it is assumed that subjects first select a general problem-solving rule, then attend to a vehicle dimension, and finally choose a cue.Although different terminologies (rule and relation) are used, the two components assumed in the rule and the attention models have very similar implications. However, there is an important difference in the order that the two components are processed. The rule model assumes that subjects select a rule first and then attend to a vehicle dimension, whereas the attention model assumes that subjects attend t...

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Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Learning and transfer in matching-to-sample tasks

Sugimura

1982

Jpn. Psychol. Res

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“…From this evidence, Tyrrell et al concluded that infants as young as 7-months of age can spontaneously detect same and different relations. The finding was important if only because it seemed counterintuitive given that children cannot reliably make analogical equivalence judgments until they are 3 to 5 years of age or older (cf., House, Brown, & Scott, 1974;Piaget, Montangero, & Billeter, 1977;Tyrrell, Zingaro, & Minard, 1993).…”

Section: Implicit or Tacit Detection Of Analogical Relations By Childmentioning

confidence: 99%

Concept Learning in Animals

Zentall¹,

Wasserman²,

Lazareva³

et al. 2008

CCBR

161

141

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Generally speaking, the study of concepts in cognitive psychology is anthropocentric with respect to both content and theory. A broader comparative perspective on the various forms of concept learning not only provides a more inclusive view of conceptual behavior, but it also provides a more objective perspective from which to identify underlying processes. We suggest that several of the major varieties of conceptual classes claimed to be uniquely human are also exhibited by nonhuman animals. We present evidence for the formation of several sorts of conceptual stimulus classes by nonhuman animals: perceptual classes involving classification according to the shared attributes of objects, associative classes or functional equivalences in which stimuli form a class based on common associations, relational classes, in which the conceptual relationship between or among stimuli defines the class, and relations between relations, in which the conceptual (analogical) relationship is defined by the relation between classes of stimuli. We conclude that not only are nonhuman animals capable of acquiring a wide variety of concepts, but that the underlying processes that determine concept learning are also likely to be quite similar.

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The effect of age on children's learning of problems that require a configural association solution

Rudy

Keith

Georgen

1993

Developmental Psychobiology

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Elemental associations permit subjects to solve problems when the significance of the relevant stimulus elements are consistent from trial to trial but do not allow subjects to solve problems that require them to construct and use representations of stimulus conjunctions or configurations to guide their behavior. Recent research with brain-damaged and developing animals has led several theorists to propose that elemental and configural associations depend on different neural systems. Some evidence suggests that changes in children's learning that occur when they are about 4.5 years old may be partially due to developmental differences in access to the elemental and configural association systems. Two experiments are reported that support this hypothesis. Children at least 4.5 years old were able to solve the transverse patterning problem and a conditional discrimination, two problems that require configural association solutions. Younger children did not solve these problems but were able to solve problems constructed from the same stimulus materials that permitted an elemental association solution. These results suggest that children may not gain access to the configural association system until they are about 4.5 years old and support the hypothesis that the configural association system depends on different, later developing neural structures than does the elemental association system.

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Children'S Discrimination Learning Based on Identity or Difference

Cited by 17 publications

References 74 publications

Learning and transfer in matching-to-sample tasks

Learning and transfer in matching-to-sample tasks

Concept Learning in Animals

The effect of age on children's learning of problems that require a configural association solution

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