Factors influencing rule discovery in children.

Abstract

The results of two studies using the Esper paradigm to determine development of rule application and discovery capabilities are reported. This paradigm employs both learning and generalization phases. In Experiment 1 it was determined that subjects could learn and generalize when rule and structure were provided, but there was little evidence of rule discovery. In Experiment 2 memory and attention manipulations were added. Both manipulations facilitated learning, but only attention facilitated rule discovery. In both studies fourth graders performed better than third graders on generalization but not learning. The relationship between performance on the Esper and Raven Coloured Progressive Matrices (given to all subjects), although inconsistent, when covaried out removed the significant grade but not experimental effects.Although there has been a large amount of research in the area of rule learning with adults, there has been relatively little work done with children. In addition, although much learning in school involves rules, few educational psychology texts address the topic. This article presents the results of two studies concerned with the degree to which children are capable of comprehending or discovering and using a logical rule and the conditions that facilitate the utilization of such capabilities.The paradigm chosen for these studies was first used by Esper (1925) with adults to simulate language learning. Although the Esper has been largely rejected as a model for simulating language acquisition, it remains an appropriate but somewhat neglected paradigm for studying rule learning and is particularly well suited for the purposes of the present studies.An example of the Esper paradigm used for these studies is contained in Figure 1. Note that labels (here, first and surnames) for and characteristics (here, shape and color) of stimuli are paired in a rule-governed fashion to form the items of interest. More specifically, four colors and four shapes (each Requests for reprints should be sent to Daniel B.