On the locus of the stimulus familiarization effect in young children

Bogartz, Richard S.; Witte, Kenneth L.

doi:10.1016/0022-0965(66)90034-8

Cited by 31 publications

(19 citation statements)

References 6 publications

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“…The various components of this procedure have been mirrored in several studies of the stimulus-familiarization effect. For example, Cantor and Cantor (1966) used a simple reaction time paradigm; Witte (1967) varied amount of exposure to two stimuli; and, Bogartz and Witte (1966) had subjects respond contingently during both familiarization and test phases. In all three studies slower responses occurred to the familiarized (or the more familiarized) stimulus than to the novel stimulus.…”

Section: Discussionmentioning

confidence: 99%

“…under all the following variations: (a) colored lights or buzzer stimuli (Cantor & Cantor, 1964); (b) simple and choice reaction time tests (Bogartz & Witte, 1966;Cantor & Cantor, 1965); (c) passive observation or contingent responding during familiarization (Bogartz & Witte, 1966) ; and (d) response occurrence to stimulus onset and offset (Witte & Cantor, 1967). Also, a stimulus presented as often as a second one but for longer durations is responded to more slowly than the second one (Witte, 1967).…”

mentioning

confidence: 99%

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A two-factor theory of stimulus-repetition effects.

Kraut¹,

Smothergill²

1978

Journal of Experimental Psychology: Human Perception and Perfor

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It is a well-documented finding that children respond more slowly to a stimulus that has been presented repeatedly just before test than to a novel stimulus. The effect, for which a two-factor theory has recently been proposed, did not occur in the only previous study of adults using a comparable procedure. Experiment 1 demonstrated the effect with adults. The previous negative finding may have been the result of too few repetitions of the stimulus. Experiment 2 provided additional support for the two-factor theory. The theory suggests that the effect is the net result of partially counteracting changes in two attentional processes. One process, the alertness elicited by a stimulus, is held to decrease as a result of repeated presentation of the stimulus, while the second process, encoding, is facilitated. The hypothesis tested in Experiment 2 was that the alertness decrement dissipates over a brief passage of time, while the facilitation of encoding does not. Subjects exposed to a repeatedly presented color were tested either immediately thereafter or after a 15-min or 30-min interval. As predicted, the observed effect shifted from one of flower response to one of faster response to the repeated stimulus as the delay interval increased.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A two-factor theory of stimulus-repetition effects.

Kraut¹,

Smothergill²

1978

Journal of Experimental Psychology: Human Perception and Perfor

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“…An intriguing result from early familiarization research with children was the finding that familiarized colors elicit slower responses than novel colors on simple RT tasks (e.g., Bogartz & Witte, 1966). Because luminance was not held constant in these experiments, it might have been expected that the change in luminance coincident with stimulus onset would trigger a response re-gardless of the familiarity or novelty of the stimulus.…”

Section: Methodsmentioning

confidence: 96%

Stimulus repetition effects on attention to words and colors.

Kraut¹,

Smothergill²,

Farkas³

1981

Journal of Experimental Psychology: Human Perception and Perfor

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Mere observation of 30 presentations of a colored form results in slower reaction time responses to the familiarized stimulus than to a comparable novel stimulus. Prior research suggest that this result is due to two subsidiary effects of repetition: alertness decrement and encoding facilitation. Four experiments were conducted to compare the effects of stimulus repetition on colors and words. The two-factor theory of repetition was found to hold for words as well as for colors; for words, in contrast to colors, encoding facilitation was found to be stronger than alertness decrement.

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“…of how such an environmental characteristic might affect human learning, especially in a nonlaboratory setting. Some theory and research exists which suggests that novelty is an important dimension in learning (Berlyne, 1966;Bogartz & Witte, 1966;Cantor & Cantor, 1965). A study by Lubow, Rifkin, and Alck (1976) showed that both rats and young children learn best when only one factor, stimulus material or learning environment, was novel, while the other factor was familiar.…”

mentioning

confidence: 99%