Dimensional Dominance and Extradimensional Shifts

May, Richard B.; Fernandez, Don

doi:10.2466/pms.1974.38.3.979

Cited by 6 publications

(3 citation statements)

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“…Those few studies which have reported repeated measures of the same children often take place within a single day or about one week apart (Suchman & Trabasso, 1966;May & Fernandez, 1974) although one exception was a 6-month retest of 42 children by Offenbach et al (1972). The responses of children given short-term retests have usually been 96 to 100% consistent with the original dominance assessment if the same stimuli are used on each test.…”

Section: Methodsmentioning

confidence: 99%

“…Each card contained three figures arranged at the corners of an undrawn equilateral triangle and on any given card the figures varied in two values of the dimensions form, color, and size. To increase generality, the stimulus cards were randomly selected from three separate sets of stimuli used in previous research (Fernandez, 1973;May & Fernandez, 1974). The original stimulus sets consisted of 24 triads each, with pairing of specific stimulus values counterbalanced across triads within a set.…”

Section: Methodsmentioning

confidence: 99%

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Dimensional Dominance Hierarchies and the Matching of Letters and Words

May

Oliver

Fernandez

1976

Journal of Reading Behavior

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Abstract. Dimensional dominance was assessed by having kindergarten children make similarities judgments about geometric figures varying in form, color, and size. Children who were classified as form dominant performed better than children who were not form dominant when given a test of letter matching ability in Experiment 1 and in repeated tests of word matching ability in Experiment 2. Data from the retest in Experiment 2 supported the hypothesis that dimensional dominance progresses from color dominance to form dominance, and then to mixed responding.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Dimensional Dominance Hierarchies and the Matching of Letters and Words

May

Oliver

Fernandez

1976

Journal of Reading Behavior

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“…Several studies have shown that children find shifts to a high-dominant dimension easier than shifts to a low-dominant dimension (e.g., May & Fernandez, 1974). Esposito's work relating dominance to adult shift learning indicated that adults show the same type of discrimination shift behavior which is thought to characterize children's shift learning.…”

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confidence: 99%

Dimensional dominance and adult shift learning

Ozioko

May

1977

Bull. Psychon. Soc.

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Forty-eight adults learned intradimensional (ID) or extradimensional (ED) shifts in a total change paradigm under one of two conditions of dimensional dominance and one of two conditions of irrelevant dimension variability. Results showed a significant dominance main effect in initial training and significant Dominance by Shift and Variability by Shift interactions in shift training. When shifts were to a high-dominant dimension, there was no appreciable difference between ID and ED shifts. When shifts were to a low-dominant dimension, ID shift was easier than ED shift. The ID shift was learned faster than the ED shift when irrelevant dimensions in shift varied within trials. No reliable difference was found between ID and ED shifts when irrelevant dimensions varied between trials. These results support Esposito's (1975b) conclusion that the same principles guide shift behavior in children and adults.Esposito (l975a, b) suggested that for adults the apparent ease of intradimensional (ID) shifts over extradimensional (ED) shifts is partially a function of dimensional dominance. Several studies have shown that children find shifts to a high-dominant dimension easier than shifts to a low-dominant dimension (e.g., May & Fernandez, 1974). Esposito's work relating dominance to adult shift learning indicated that adults show the same type of discrimination shift behavior which is thought to characterize children's shift learning.In addition, Esposito (1975a) suggested that shift performance may be a function of irrelevant dimension variability. While this variable has received little attention, Dickerson, Wagner, and Campione (1970) found that 5-year-olds learned ID shifts faster than ED when the irrelevant dimensions varied within trials and that the ID-ED difference was negligible when the irrelevant dimensions varied between trials (constant within trials). Shepp and Gray (1971) and Zeaman and Denegre (1967) reported somewhat similar findings with kindergarten children and retardates, respectively. However, this variable has not been explicitly dealt with using adults as subjects.It has been suggested (e.g., Kendler & Kendler, 1962) that age differences in shift learning may be indicative of differences in basic learning processes between young children compared with adults. However, the similarity of results reported by Esposito (1975b) with adults and Dickerson et al. (I 970) with children suggest that dimensional dominance has a very similar effect upon the shift learning of both children and adults. One purpose of the present study was to replicate Esposito's fmdings with adults. A second purpose was to assess the generality of

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Dimensional dominance and stimulus discriminability

Fernandez

1976

Journal of Experimental Child Psychology

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Dimensional Dominance and Extradimensional Shifts

Cited by 6 publications

References 11 publications

Dimensional Dominance Hierarchies and the Matching of Letters and Words

Dimensional Dominance Hierarchies and the Matching of Letters and Words

Dimensional dominance and adult shift learning

Dimensional dominance and stimulus discriminability

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