Children Discover Addition More Easily and Faster than Deletion

Miranda, Nilda; Jackson, Lisa Suttles; Bentley, D. Mark; Gash, Gail H.; Nallan, Gary B.

doi:10.1007/bf03399590

Cited by 17 publications

(10 citation statements)

References 7 publications

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“…In the present study, the effects are more simply called "asymmetric effects." Recognition of additions over deletions has also been shown in other studies (Miranda, Jackson, Bentley, Gash, & Nallan, 1992;Nallan, Bentley, Carr, Lyons, Moore, & Underhill, 1994). In contrast, Agostinelli, Sherman, Fazio, and Hearst (1986) found that deletions were easier to detect than additions.…”

supporting

confidence: 66%

Recognition of Asymmetric Alterations to Pictures of Cats: Effects of Method of Alteration and Type of Change in Elderly Subjects

et al. 2010

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Recognition of environmental changes is essential in everyday life. In this study, recognition of animate objects by elderly people was examined with various methods (introduction, restoration) and types (addition, deletion) of change. For restoration, deletions and additions were produced by eliminating features from pictures and reintroducing the deleted features, respectively. In introduction, additions and deletions were produced by adding and deleting features from original pictures. 37 subjects (M age = 74 yr.) viewed each card for 10 sec. (learning phase) and were then asked (test phase) whether they had viewed the card in the learning phase and to rate their confidence in their answer. Percentage correct rejection and confidence ratings were higher for introductions compared to restorations and for deletions compared to additions. Findings are similar to those in young adults and children, which indicates developmental robustness of asymmetric effects in recognition of animate objects.

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supporting

confidence: 66%

Recognition of Asymmetric Alterations to Pictures of Cats: Effects of Method of Alteration and Type of Change in Elderly Subjects

et al. 2010

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“…Healy (1981) found this difference for letters in a proofreading task . Miranda, Jackson, Bentley, Gash & Nallan (1992) found it with children looking at pictures . However, Agostinelli, Sherman, Fazio & Hearst (1986) found that when adults studied line drawings of objects carefully in preparation for a test, they detected deleted features better than added features .…”

Section: Discussionmentioning

confidence: 99%

Beginning readers outperform older disabled readers in learning to read words by sight

Ehri

Saltmarsh²

1995

Read Writ

149

127

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Advanced and novice readers in 1st grade and older disabled readers were given nonword reading and spelling tasks. In addition, they practiced learning to read simplified phonetic spellings of 16 words for several trials (e.g., 'messenger' spelled MESNGR, 'stupid' spelled STUPD). Following Reitsma's (1983) procedure, three days later subjects read originally learned spellings mixed with altered spellings in which single letters were added or deleted or replaced by phonetically equivalent or non-equivalent letters (e.g., MESNGR altered to MESNJR; STUPD altered to STUP). Subjects' latencies to read original and altered spellings as the practiced words were measured. In ANCOVs equating the groups for reading level, disabled readers read as many nonwords and spelled as many words as beginning readers, indicating equivalent alphabetic knowledge. However, disabled readers took significantly more trials to learn to read the 16 target words, indicating deficient sight word learning processes. In the latency task, all three groups read original words faster than some types of modified spellings, indicating that subjects were reading the words by lexical access and that they were sensitive to some letter alterations. Beginning readers were affected by letter changes in medial as well as initial and final positions of words whereas disabled readers were affected only by initial and final letter alterations. From results we conclude that beginning readers acquire more complete grapho-phonic connections than disabled readers when they store sight words in lexical memory. Disabled readers' difficulties appear to arise from faulty word learning processes that impair the quality of lexical representations stored in memory.

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“…Experimental comparison of addition and deletion tasks for animals other than humans has been notably rare (reviewed by Hearst and Wolff, 1989), and this problem continues to be understudied (Miranda et al, 1992;Abramson and Buckbee, 1995). However, it is clear that at least some species in a variety of vertebrate groups can solve both feature-positive and featurenegative problems.…”

Section: Introductionmentioning

confidence: 99%

Feature-positive and feature-negative learning in honey bees

Abramson

Çakmak

Duell

et al. 2012

Journal of Experimental Biology

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SUMMARYHoney bees (Apis mellifera anatolica) were subjected to sequential trials where they were given the choice between a featurepositive and a feature-negative feeding plate. The ʻfeatureʼ being manipulated is the presence of a single blue circle among three circles marking the location of a small sucrose reward. That is, a ʻfeature-negativeʼ target had three white circles, while a ʻfeature-positiveʼ target had two white circles and one blue one. Two experiments were performed. In both experiments, each bee was tested under two different reward scenarios (treatments). In the first experiment, during the feature-positive treatment bees received 4μl of 2moll -1 sucrose when choosing the feature-positive plate, but received 4μl of saturated NaCl solution (saltwater) when choosing the feature-negative plate. During the feature-negative treatment, bees were rewarded when visiting the featurenegative plate, while visitation to the feature-positive plate only offered bees the saltwater. The second experiment was a repeat of the first except that pure water was offered instead of saltwater in the non-rewarding feeding plate. As an experimental control, a set of bees was offered sequential trials where both the feature-positive and feature-negative plates offered the sucrose reward. Bee feeding plate choice differed between the feature-positive and feature-negative treatments in both experiments. Bees favored the feeding plate type with the sucrose reward in each treatment, and never consumed the saltwater or pure water when encountered in either treatment. Further, behavior of bees during both the feature-positive and feature-negative treatments differed from that of control bees. However, neither feature-positive nor feature-negative learning reached high levels of success. Further, a feature-positive effect was seen when pure water was offered; bees learned to solve the feature-positive problem more rapidly. When we tested bees using simply the choice of blue versus white targets, where one color held the sucrose reward and the other the saltwater, a beeʼs fidelity to the color offering the sucrose reward quickly reached very high levels.

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Children Discover Addition More Easily and Faster than Deletion

Cited by 17 publications

References 7 publications

Recognition of Asymmetric Alterations to Pictures of Cats: Effects of Method of Alteration and Type of Change in Elderly Subjects

Recognition of Asymmetric Alterations to Pictures of Cats: Effects of Method of Alteration and Type of Change in Elderly Subjects

Beginning readers outperform older disabled readers in learning to read words by sight

Feature-positive and feature-negative learning in honey bees

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