Effects of stimulus characteristics on dimensional shifting in kindergarten children.

1 January 1967

journal article
Published by American Psychological Association (APA) in Journal of Comparative and Physiological Psychology

Vol. 64 (3) , 522-525
https://doi.org/10.1037/h0025224

Abstract

5-YR-OLD CHILDREN WERE GIVEN DISCRIMINATION PROBLEMS INVOLVING EITHER AN INTRADIMENSIONAL (IDS), REVERSAL (RS), OR NONREVERSAL SHIFT. THE TEST PROBLEM FOR ALL SS INVOLVED COMPLEX, NOVEL FORMS WITH TEXTURE AS AN IRRELEVANT CUE. WHEN STIMULI WERE MARKEDLY DIFFERENT ACROSS PROBLEMS, EVEN THOUGH ON THE SAME STIMULUS DIMENSION, IDS LEARNING DID NOT OCCUR IN YOUNG CHILDREN, WHILE RS LEARNING OCCURRED WITH FACILITY. RESULTS SUGGEST THAT (1) RS LEARNING NEED NOT BE BASED UPON ABSTRACTION OF RELEVANT DIMENSIONAL GROUPING, BUT RATHER UPON CLEAR RECOGNITION OF PARTICULAR STIMULI; AND (2) IDS LEARNING IN YOUNG CHILDREN MAY BE BASED UPON THEIR RECOGNIZING STIMULI AS SIMILAR EITHER THROUGH PHYSICAL APPEARANCE OR PREVIOUS ASSOCIATION. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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