Role of dimensional dominance in reversal and nonreversal shift behavior

Smiley, Sandra S.; Weir, Morton W.

doi:10.1016/0022-0965(66)90032-4

Cited by 86 publications

(38 citation statements)

References 9 publications

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“…Kendler and Kendler, 1959]. These same data could be explained in terms of the operation of dimensional dominance: the children with a preference for the relevant dimension learned the first discrimination rapidly and executed a reversal shift quickly and an extradimensional shift slowly, while the children with a preference for the ir relevant dimension learned the first discrimination and reversal shift slowly and the extradimensional shift rather rapidly [Heal, Bransky and Mankinen, 1966;Smiley and Weir, 1966].…”

Section: A Coordinated Single-unit Mediational S-r Theorymentioning

confidence: 68%

Developmental Processes in Discrimination Learning

Kendler¹,

Kendler²

1970

Human Development

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A review of the discrimination-learning behavior of children indicates that two general theoretical orientations have been mainly responsible for guiding recent research, the mediational-attention conception, and a coordinated single-unit and mediational S-R formulation. Results from discrimination-shift studies are analyzed in terms of these two models and the influence on discrimination learning of verbal labels and other forms of symbolic representational responses are discussed.

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Section: A Coordinated Single-unit Mediational S-r Theorymentioning

confidence: 68%

Developmental Processes in Discrimination Learning

Kendler¹,

Kendler²

1970

Human Development

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“…Several studies have demonstrated a relation between performance in tests of dimensional preference and subsequent discrimination and shift learning in young children (Heal, Bransky, & Mankinen 1966;Smiley & Weir 1966;Wolff 1966). Briefly, the findings are that discrimination and reversal shift (RS) learning are rapid, and frequency of optional RS is high when the dimension S is found to prefer in a prior preference test is made relevant, but discrimination and RS learning are slow and frequency of optional RS is low when this dimension is made irrelevant.…”

Section: Ross Dimensional Preference and Discrimination Shift Learnimentioning

confidence: 98%

Dimensional Preference and Discrimination Shift Learning in Children

Tighe¹,

Tighe²,

Waterhouse³

et al. 1970

Child Development

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“…DISCUSSION The results of this study supported the hypothesis that dimensional preference has an effect on discrimination learning. This has been reported a number of times (O'Brien, 1966; Smiley & Weir, 1967;Suchman & Trabasso (1966); and Wolff, 1966).…”

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confidence: 68%

Efficiency of communicating personality impressions as a function of coding context

Boyd

1969

Psychon Sci

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(J 962) suggested an analysis of human communication to identify and measure the relevant variables and the mIes by which they combine to achieve information transmission. The system is confined to examining encoding and decoding of messages.Coding is the process of assigning an explicit symbol or label to a referent, concept or experience. Brown (1965) and Brown & Lenneberg (1956) have shown that cultural differences exist with regard to the categorization and consequent labelling of certain perceptual experiences. Lantz (1963) experimentally demonstrated the process of encoding and decoding a set of 20 Munse11 color chips. One group of Ss chose labels to denote each chip; another group used these labels to try to identify the intended chips. A color with a high codability score was one that the first group of Ss generally transmitted accurately to the second group. In a similar experiment using geometrie shapes as stimuli Maclay & Newman (1960) examined the effects of feedback conditions (positive, negative, and zero) and the nature of the array of stimuli (homogeneous vs heterogeneous shapes) on message length. These authors indicated that differences in message length attributable to differences between ranges of stimulus arrays may be related to the codability of each stimulus in the array.The assumption on which the present study is based is that communication about impressions of people can be simiIarly studied as is communication about arrays of inanimate objects. The study examines the effects of the presence or absence of a context array of person descriptions during encoding on the efficiency of transmitting impressions of people. Efficiency is a function of both message length and decoding accuracy (Maclay, 1962). It can be inferred that presence or absence of an array of referents affects efficiency since the array is hypothesized to influence both message length and accuracy through its influence on codabiIity. The hypothesis to be tested can be stated as folIows: Impressions of people coded Psychon. Sei., 1969, Vol. 14 (2) with reference to an array of people are transmitted more efficiently than imprcssions coded independently of the array. SUBJECTS The Ss were 40 voluntecrs from introductory psychology classes and randomly assigned to one of four groups.MATERIALS AND PROCEDURES Ten hypothetical people comprising the context array wen: each represented by a person-description typed on a 5 x 8 in. card. The descriptions were drawn from earlier studies by Boyd & Jackson (\967) and Jackson (1966) and included the behavioral information characteristic of each person.Encoders wen: shown the person descrirtions and informcd that each one was an "interview summary" written by an expert who had interviewed the person scvcral times. Each encoder was then instmcted to write down a descriptive word or phrase so that a person reading their dcscription cOlild recognize which person the S intended to denote.Ten encoders received a11 10 descriptions at on ce and were encouraged to sort through the cards...

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Role of dimensional dominance in reversal and nonreversal shift behavior

Cited by 86 publications

References 9 publications

Developmental Processes in Discrimination Learning

Developmental Processes in Discrimination Learning

Dimensional Preference and Discrimination Shift Learning in Children

Efficiency of communicating personality impressions as a function of coding context

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