Transfer of a same-different concept with letterlike figures.

May, Richard B.; Wilson, Allan

doi:10.1037/h0035229

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…The second major purpose of our study was to examine the transfer of learning over time. The studies done previously (e.g., Caldwell & Hall, 1970;May, 1973;Pick, 1965) have not indicated anything about the long-term retention of perceptual learning as a function of the qualitative basis for initial learning. Since memory seems to influence the nature of how the child initially represents form differences, memory may very well influence the strength of a particular representational system over time, once the system has been formed.…”

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confidence: 86%

Effect of memory on distinctive features and schema learning.

Durant¹,

Yussen²

1976

Journal of Experimental Psychology: Human Learning and Memory

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Past research has distinguished between two alternative representational systems that are used in perceptual learning-distinctive features and schemas. This study examines the influence of short-term memory on the initial utility of these systems and the influence of long-term memory on retention of these forms of learning. All children received a pretraining, training, immediatetransfer, and delayed-transfer phase with a series of visual discrimination problems under a variety of training conditions. The results showed that neither short-nor long-term memory influenced the .pattern of learning. Distinctive-features training facilitated learning relative to a control group whether the discrimination problem required short-term memory (successive) or did not (simultaneous), and whether the facilitation was examined for the immediate-or delayed-transfer test. Schema learning never facilitated transfer performance. Some time ago, Pick (1965) considered two opposing hypotheses to account for the nature of learning during improvement in discrimination of letter-like forms in young children-a schema hypothesis and a distinctive-feature hypothesis.The schema hypothesis "is suggested in discussions of Bruner (1957aBruner ( , 1957b, Vernon (1952Vernon ( , 1955 and in a recent book on perceptual development by Solley and Murphy (1960). . . . According to this point of view, discrimination and identification involve matching sensory data or 'cues' about objects to prototypes or models of the objects which have been built up through repeated experience with the objects and 'stored' in memory. Improvement in discrimination would involve first constructing schemata or models of the objects to be discriminated, and then matching the sensory data to the models so as to identify them as We wish to thank the administrators, teachers, and students from the suburban Madison, Wisconsin schools who participated in this study. Thanks also go to Erich Labouvie and Robert Davidson who read and criticized an earlier version of this paper. This research satisfied some of the requirements for the master of science degree in educational psychology for the senior author.Requests for reprints should be sent to Steven

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confidence: 86%

Effect of memory on distinctive features and schema learning.

Durant¹,

Yussen²

1976

Journal of Experimental Psychology: Human Learning and Memory

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“…The apparatus and procedure were similar to those used by May and Wilson (1973) for matching letter-like figures. The stimulus cards were presented on a gray circular turntable 60 cm.…”

Section: Methodsmentioning

confidence: 99%

“…Testing took place twice, during the first week of October, 1972, approximately one month after classes had begun, and again during the second week of May, 1973, approximately one month prior to the end of the school year. Daily test time including rest periods, varied from about 20 to 30 minutes.…”

Section: Methodsmentioning

confidence: 99%

Dimensional Dominance Hierarchies and the Matching of Letters and Words

May

Oliver

Fernandez

1976

Journal of Reading Behavior

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Abstract. Dimensional dominance was assessed by having kindergarten children make similarities judgments about geometric figures varying in form, color, and size. Children who were classified as form dominant performed better than children who were not form dominant when given a test of letter matching ability in Experiment 1 and in repeated tests of word matching ability in Experiment 2. Data from the retest in Experiment 2 supported the hypothesis that dimensional dominance progresses from color dominance to form dominance, and then to mixed responding.

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Variations of Learning-Set Training and Quantity Conservation

May¹,

Tisshaw²

1977

Child Development

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Transfer of a same-different concept with letterlike figures.

Cited by 3 publications

References 6 publications

Effect of memory on distinctive features and schema learning.

Effect of memory on distinctive features and schema learning.

Dimensional Dominance Hierarchies and the Matching of Letters and Words

Variations of Learning-Set Training and Quantity Conservation

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