The effect of attention and motor response pretraining on learning to discriminate B and D in kindergarten children.

Hendrickson, Lois N.; Muehl, Siegmar

doi:10.1037/h0043874

Cited by 41 publications

(13 citation statements)

References 6 publications

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“…The control group is exposed to the same stimuli but performs some task in which discrimination is not relevant. Generally, multidimensional stimuli such as scribbles and fingerprints from which the S can learn to attend to distinctive features produce positive transfer to paired-associate learning (DeRivera, 1959;Dibble, 1948;Hendrickson & Muehl, 1962). Unidimensional stimuli (e.g., lights varying only in brightness), which cannot be discriminated by attribute selection, do not produce positive transfer (Goss, 1953).…”

Section: Cue Confusionmentioning

confidence: 99%

Interference among memory traces

Runquist

1975

Memory & Cognition

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Several sources of interference in memory are identified. These sources may be grossly classified as processing interference, i.e., that due to disruption of whatever activity occurs during the input or output of to-be-remembered material, or trace interaction, i.e., that due to interference among the stored memories themselves. The latter would appear to be due to simultaneous activation of correct and incorrect associations mediated by confusion among cue stimuli. A consideration of the means by which interference is reduced suggests that interfering associates are not weakened, unlearned, or suppressed except possibly when nominal stimuli are identical and sets of target and interfering items are temporally discriminable. Discriminative encoding of cue stimuli may eliminate these associations, if it operates at the perceptual level. Otherwise, potential interfering associates are activated, but may be rendered functionally impotent by discriminating them from correct associations on the basis of either backward association with discriminative stimulus attributes or differential contextual attributes such as frequency, time, order, and strength.The concept of interference in psychological theories of human performance is so ubiquitous that it is often taken for granted. While it is sometimes used as a synonym for task difficulty, it more commonly appears as description of performance decrements resulting from the learning or performance of other tasks. Whereas some theorists use the term as an explanatory concept, it should be apparent that it possesses limited power in this respect. Without further elaboration it does little more than provide an operational restriction on the cause of performance difficulty and provide a name for this class of behavioral phenomena. This paper is directed toward the theoretical elaboration of a subset of these phenomena: manifestations of interference in the act of remembering. Scarcely a serious theory of memory has been proposed which does not assign all or some memory failures to interference. The theoretical problem is straightforward and involves two related questions: What are the mechanisms by which interference is produced, and how does the learner overcome interference in order to exhibit successful memorial performance? While both of these questions will be considered here, it is not the purpose of this paper to present a detailed and comprehensive model for interference and interference reduction. The focus instead will be on providing evidence for the existence of various processes involved in interference and considering how learners may be expected to cope with interference in some of its various manifestations.

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Section: Cue Confusionmentioning

confidence: 99%

Interference among memory traces

Runquist

1975

Memory & Cognition

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“…Adults do not show as many errors, but show similar patterns in reaction time, such that same-different judgments on left-right mirror symmetric U-shaped objects are slower than for up-down mirror symmetric objects [122] (see [120] for a review). Children can learn to make left-right mirror discriminations at a young age if given detailed feedback [7,[123][124][125]. However, these results are task dependent, with some tasks in which mirror discriminations must be learned being harder than others [69,115,123].…”

mentioning

confidence: 55%

On the Legibility of Mirror-Reflected and Rotated Text

et al. 2017

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Abstract:We happened to observe that text that was reflected about either the horizontal or vertical axis was more difficult to read than text that was reflected about first one and then the other, which amounts to a 180-degree rotation. In this article, we review a number of studies that examine the nature of recognizing reflected and inverted letters, and the frequency of mirror reversal errors (e.g., confusing 'b' for 'd') in children and adults. We explore recent ideas linking the acquisition of literacy with the loss of mirror-invariance, not just for text, but for objects in general. We try to connect these various literatures to examine why certain transformations of text are more difficult to read than others for adults. Keywords: mirror-reversal; left-right reversal; reading; reversal errors; mirrored textRecently, one of us held up a page of printed text ( Figure 1A) to their webcam to take a picture. The camera software by default created a mirror-image snapshot (i.e., the text was reflected or mirrored about the vertical axis, Figure 1B) thereby rendering the text virtually illegible. Correcting or undoing this sort of reflection can be trivially accomplished using any number of image processing software packages that include built-in functions such as 'reflect vertical', 'reflect horizontal', 'rotate left', and 'rotate right'. It was with some surprise that when the wrong function was accidentally applied and instead of reflecting along the vertical axis, the image was reflected along the horizontal axis, the text, although now reflected twice, was now more easily legible ( Figure 1D). It is of note that this 'double reflection' is equivalent to a 180 • rotation of the text. With only a few mouse clicks, it was clear that when normally-oriented text is mirror reflected about the horizontal axis it again becomes virtually illegible ( Figure 1C). This brief series of webcam-picture inspired observations demonstrated a basic property of text perception and reading: the legibility of text is reflection variant and rotation invariant.Inspired by these observations, we conducted a review of the corresponding work on the intersection of symmetry, reflections, and the legibility of text. We found a large body of literature on mirror-reading and writing; mirror-reversal errors of single letters in reading, copying, and writing; many studies on perception of normal and mirrored single characters; but only a small number of studies on combinations of geometric transformations including both inversion (up-down mirroring) and reflection (left-right mirroring). In this paper, we review the literature on mirror-reversals and inversions of text and synthesize some recent work and ideas on how representational mirror-invariance not only for letters but also for objects may be lost when someone learns how to read.

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“…unable initially to attach differential labels to differently oriented stick figures, could do so following motor training in which buttons, corresponding to the directions, left and right, were pressed. Hendrickson and Muehl (1962) have also reported that directing attention to left-right orientation differences will facilitate the learning of associated labels.…”

mentioning

confidence: 94%

Remediating Letter Reversals: Cost Considerations

Nolan

Siegel

1980

J Learn Disabil

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This article addresses the question of costs associated with the remediation of learning disabilities. It is argued that whenever such practical considerations as teacher-or student-time prevail, the question of whether or not the training procedure is economical should be addressed. To accomplish such a cost analysis, the design must specify a meaningful scale along which costs may be gauged. The argument is illustrated with an experiment that utilized a fading technique to teach preschool children to correctly label p' s and q' s.

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The effect of attention and motor response pretraining on learning to discriminate B and D in kindergarten children.

Cited by 41 publications

References 6 publications

Interference among memory traces

Interference among memory traces

On the Legibility of Mirror-Reflected and Rotated Text

Remediating Letter Reversals: Cost Considerations

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