Oddity learning as a function of mental age.

Ellis, Norman R.; Sloan, William

doi:10.1037/h0040687

Cited by 26 publications

(8 citation statements)

References 9 publications

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“…Samples are small and no information is furnished on I& but studies comparing normal and retarded subjects do supply information on the relationship between MA and oddity learning. Ellis & Sloan (1959) found little learning in any subjects of MA less than 4 years but successful performance in a majority of subjects of MA 6 years and more. House (1964) reported failure in stereometric oddity learning using a random procedure in retardates with MAS between 3 and 5 years.…”

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confidence: 73%

Criteria of Success in a Developmental Study of Oddity Learning

Brown

Lloyd

1971

British J of Psychology

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Equal numbers of boys and girls in five groups of restricted CA and I& were tested on a standard three-position planometric oddity problem. The relationship of CA and oddity learning was examined for instrumental and verbal criteria. Four experimental conditions assessing the effects of form (both geometric and life-like) and colour as the vehicle dimension for oddity were employed. The instrumental criterion was fist met by a majority of subjects in the 5-year-old group. Majority achievement of the verbal criterion first occurred in the 6-year-old group. Vcrbal justification shifted from 'same' to 'difference' explanations with age. Initial training on either form stimuli set led to greater success than initial colour training.

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confidence: 73%

Criteria of Success in a Developmental Study of Oddity Learning

Brown

Lloyd

1971

British J of Psychology

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“…A substantial body of literature supports the generalization that younger children require more time to learn concept-like problems than do older children (Whitecraft, Cobb & Davis, 1959;Ellis & Sloan, 1959;Wenar, 1961). The first study reported here grew out of an attempt to explore the relationship between age, interpolated learning and trials to relearn a concept-like problem in elementary school children.…”

Section: Problemmentioning

confidence: 96%

Developmental level and speed of relational concept formation: a possible inverse relationship

1964

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In two studies involving concept problems of different difficulty levels, 1st grade children reached a learning criterion in fewer trials than 4th grade children. A significant interaction was observed between grade level and trials to relearn the concept. Older Ss showed more savings. ProblemA substantial body of literature supports the generalization that younger children require more time to learn concept-like problems than do older children (Whitecraft, Cobb & Davis, 1959;Ellis & Sloan, 1959;Wenar, 1961). The first study reported here grew out of an attempt to explore the relationship between age, interpolated learning and trials to relearn a concept-like problem in elementary school children. The second study was an attempt to verify some unusual results obtained in the initial experiment. Study 1 MethodIn the first part of Study 1 40 c hildren, 10 from each of the first four elementary grades, were presented individually with an adaptation of the Yerkes problem box. This device housed 12 evenly spaced levers so that any one or more could be pushed forward by E toward S. A hidden selector switch enabled E to arrange for one of these bars, when pressed, to sound an electrical buzzer signifying a correct choice. The correct lever was the second from S's right regardless ofthe number of levers or the specific levers presented. S's were tested individually by being given a series of trials, each consisting of the presentation of from four to nine levers. These were occasionally adjacent but more often scattered throughout the 12 possibilities. If S's first choice at any setting was incorrect he was allowed a second choice at the same setting; each choice constituted a trial. If the first trial at a given setting was correct the setting was changed. Each correct choice was rewarded by the presentation of an M & M candy. Criterion was met when a sequence of five consecutively correct choices was made.For half the S' s [matched on the basis of Binet vocabulary (Terman & Merrill, 1937) 1 in eachgrade level an additional two concept problems were learned in a simi1ar way. One of these involved choosing the middle bar, the third required the choice of the second bar from S's left. A different series of bar presentations was used for each problem but each S within a problem group received the same series of settings for a given concept-problem.Psychon. Sci., 1964, Vol. 1. B. E. Klugh, Kay Colgan 1 and Judith A. Ryba ALMA COLLECEOne week later S's were tested on trials to relearn the first problem, second lever from the right. Four S's were unavailable for this retest and were dropped from the subsequent analysis. ResultsThe Stanford-Binet vocabulary sub-test revealed expected and significant differences favoring the higher grades. (First and second grades, and third and fourth grades were pooled; t = 4.96, P < .01.) Trials to learn the initial problem provided a surprise. The means by grades were: 1st = 12.8, 2nd = 25.0, 3rd = 20.5, 4th = 43.7. When these were subjected to a simple analysis of variance F = 3.2...

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“…Most of the investigations have demonstrated a positive relationship between intellectual development and learning ability. Ellis and Sloan (30) found that performance on oddity problems (one stimulus different from four similar ones) is somewhat dependent on intellectual development. In another experiment, Ellis and Sloan (31) found pursuitrotor performance to be related to MA.…”

Section: Learningmentioning

confidence: 99%

Chapter III: Mental Retardation

Dunn¹,

Capobianco²

1959

Review of Educational Research

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SINCE THE review six years ago by Kirk and Kolstoe (60), there has been a gratifying increase in psychological and educational research con cerning persons who are mentally retarded. In the field of psychology much of this expansion has been stimulated or supported by the National Institutes of Health. The impetus in education has resulted in part from Public Law 83-576 of 1957, which is administered by the U. S. Office of Education. Since two-thirds of the original appropriation was earmarked for research in education of the mentally retarded, it is not surprising that a large proportion of the first projects initiated-41 out of 72were in this area (72). This co-operative research program has not been in operation long enough for us to identify trends.The increase in noteworthy educational research prompts a reduction in emphasis on psychological investigations; thus, studies in psychometrics, projectives, psychotherapeutics, sociometrics, and perception are here omitted. The exception, because of its interest to educators, is learning and motivation.Only a few of the most significant books on mental retardation pub lished within the last six years are noted here. In education, Wallin (109) provided a major reference emphasizing historical, philosophical, and organizational aspects of a public-school program for the educable retardate. Ingram's revision of her text (52) retained emphasis on the unit method of teaching the educable. A comprehensive guide for educa tors on teaching procedures for trainable children remains to be written; however, Kirk, Karnes, and Kirk's manual (59), primarily designed for parents, is a helpful guide for teachers.In psychology, Clarke and Clarke (17), two British psychologists, produced what is probably the most up-to-date and comprehensive review of the status of psychological knowledge. It is refreshing to see writing prompted by research findings (nearly 1000 citations). Sarason and Gladwin (92) made a third edition of Sarason's standard reference by adding a reprint of a review on psychological and cultural problems of mental subnormality already published twice elsewhere (76, 91). The body of the text was not revised.Doll (23), Michal-Smith (78), O'Connor and Tizard (82), and Stacey and DeMartino (101) also wrote or edited books for professional readers. A second volume of Psγchopathologγ and Education of the Brain-Injured

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Oddity learning as a function of mental age.

Cited by 26 publications

References 9 publications

Criteria of Success in a Developmental Study of Oddity Learning

Criteria of Success in a Developmental Study of Oddity Learning

Developmental level and speed of relational concept formation: a possible inverse relationship

Chapter III: Mental Retardation

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