A comparison of reversal shifts and nonreversal shifts in human concept formation behavior.

Kendler, Howard H.; D'Amato, May F.

doi:10.1037/h0049296

Cited by 145 publications

(91 citation statements)

References 5 publications

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“…This predic tion has been consistently contradicted by a number of studies with human adults [e.g. Buss, 1953Buss, , 1956H arrow and Friedman, 1958;H.H. Kendler and D'Amato, 1955).…”

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

confidence: 78%

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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“…This predic tion has been consistently contradicted by a number of studies with human adults [e.g. Buss, 1953Buss, , 1956H arrow and Friedman, 1958;H.H. Kendler and D'Amato, 1955).…”

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

confidence: 78%

Developmental Processes in Discrimination Learning

Kendler¹,

Kendler²

1970

Human Development

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“…Although they had not varied the amount of the prior training, Harrow and Friendman's experiment was roughly similar to our experiment under Condition III, except that they used card sorting tasks with two cue-dimensions of number and color, while we used discrimination tasks with two cue-dimensions of shape and color under Condition III. Their results were interpreted by the symbolic cue theory suggested by Kendler and D'Amato (1955).…”

Section: Resultsmentioning

confidence: 99%

“…The symbolic cue theory may be applied to the latter half of the results but not to the former half of the results. However, the symbolic cue theorists concerned mainly with the issue whether or not partial reinforcement had effects on the second discrimination task, and they did not seem to be interested in the effect of the amount of prior training (Buss, 1956 ;Harrow & Friedman, 1958;Kendler & D'Amato, 1955).…”

Section: Resultsmentioning

confidence: 99%

Discrimination Shifts as a Function of Degree of Original Learning and Materials in the Original and Shifted Discrimination Tasks

Sugimura

1960

Jpn. Psychol. Res

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“…The reversal learning paradigm, which has mainly been used in the areas of human concept formation (Kendler & D'Amato, 1955) and animal discrimination learning (Mackintosh, 1970;Sperling, 1965), can be adapted to search tasks to provide a critical test between these two alternatives. When, after some practice with the training task alb (search for one of the targets from category a among nontargets drawn from category b), the task is reversed (b/a), two different patterns of transfer can be expected.…”

Section: Methodsmentioning

confidence: 99%

Locus of the effect of specific practice in continuous visual search

Prinz

1979

Perception & Psychophysics

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Specific practice in a visual search task can result either in a selective elaboration of the feature lists of the task stimuli or in a selective emphasis of their status within the task (targets vs. nontargets). According to the first explanation, which is related to the differentiation principle of perceptual learning, specific practice enhances the operation of stimulus identification. According to the second explanation, which is related to the enrichment principle of perceptual learning, it enhances the operation of response selection. Evidence from two transfer experiments with a reversal paradigm argues in favor of the second view, at least for tasks with easily codable letter stimuli. The results are discussed in the framework of a recent model of information integration in visual search.The distinction between stimulus identification and response selection is generally considered as a basic framework for the analysis of performance in speeded classification tasks. The operation of stimulus identification provides a categorization of the stimulus as one of the possible alternatives on the basis of the physical stimulus properties. The operation of response selection then provides a selection of one of the possible responses on the basis of the information associated with the corresponding category (cf. Smith, 1968).The distinction between stimulus identification and response selection can also be applied to the analysis of performance in continuous visual search tasks. In the first operation, a list item, (e.g., a letter) is identified. In the second operation, information about the item's status is retrieved (target vs.

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A comparison of reversal shifts and nonreversal shifts in human concept formation behavior.

Cited by 145 publications

References 5 publications

Developmental Processes in Discrimination Learning

Developmental Processes in Discrimination Learning

Discrimination Shifts as a Function of Degree of Original Learning and Materials in the Original and Shifted Discrimination Tasks

Locus of the effect of specific practice in continuous visual search

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