Interference effects on preschool children's learning sets

Cameron, Catherine Ann

doi:10.1016/0022-0965(84)90003-1

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…Only if the feedback is not too negative do people persist and look for ways to learn how to do the task better. Similar conclusions have been drawn from observations of larger units where failure triggered learning readiness (Cameron, 1984). Matson (1989) argued that organisations that learned from failure had a higher familiarity with their situations so they could learn from their failures and choose effective ways to deal with it.…”

Section: Action Alternativessupporting

confidence: 57%

Bearing Bad News: Reactions to Negative Performance Feedback

2000

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La connaissance de reÂ sultats joue un roÃ le majeur dans la plupart des apprentissages et des motivations comme l'indiquent les theÂ ories de la performance aÁ la taÃ che. Leur est centrale la croyance qu'il est neÂ cessaire de renvoyer aux employeÂ s un feedback relatif au degreÂ avec lequel ils ont, ou non, accompli les standards de performance. En particulier, l'information relative aÁ la performance qui est en de cË a des standards (appeleÂ e typiquement feedback neÂ gatif) est une condition neÂ cessaire, mais non suffisante, pour une action corrective. NeÂ anmoins, des reÂ actions aux feedbacks neÂ gatifs ne produisent pas souvent l'effet deÂ sireÂ d'une ameÂ lioration des performances, meÃ mes dan les cas ou la personne est capable d'une meilleure performance. Cet article preÂ sente un modeÁ le de feedback neÂ gatif qui incorpore des caracteÂ ristiques de l'individu et de la situation qui semblent avoir un impact sur une motivation aÁ reÂ pondre au feedback neÂ gatif.Knowledge of results plays a major role in almost all learning and motivational theories of task performance. Central to all these is the belief that it is necessary to feed back to employees information about the degree to which they have or have not met performance standards. In particular, information about performance that falls short of the standard (typically termed negative feedback) is a necessary but not sufficient condition for corrective action. However, reactions to negative feedback frequently do not produce the desired effect of improving performance even in cases where the person is capable of better performance. This article presents a model of negative feedback incorporating situational and individual characteristics that appear to impact motivation to respond to negative feedback.

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Section: Action Alternativessupporting

confidence: 57%

Bearing Bad News: Reactions to Negative Performance Feedback

2000

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“…The modal model predicts that interference from active responses should decay with time and with set-breaking activity. For example, adults have been found to perseverate less in interpreting ambiguous figures following a delay (Epstein & Rock, 1960), and preschoolers benefit from delays between dimension shift problems (Cameron, 1984). Set-breaking cognitive activity also influences adultsÕ flexibility.…”

Section: Studymentioning

confidence: 99%

Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings

Deák

Narasimham

2003

Journal of Experimental Child Psychology

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Four studies examined the relation between childrenÕs cognitive inhibition and flexibility in a lexical inference task. ChildrenÕs linguistic flexibility was assessed by the Flexible Induction of Meaning (FIM) test (De a ak, 2000a), which requires that children shift inferences about the meanings of several words for novel objects. In Study 1, 54 3-year-olds either were trained between blocks of problems, for a delay of 3 min, or received no training or delay. Training delays did not influence perseveration. In Study 2 (N ¼ 72 3-and 4-year-oldsÕ) novel word problems were grouped either to increase the frequency of cue switches (i.e., reduce response ''set'') or minimize the interval between problems about the same objects. Again, no effect was found. In Study 3, 48 3-and 4-year-olds completed 6 preliminary trials; in a high interference group these trials generated a response set to be inhibited upon the first switch to a new cue context. This group did not perseverate more than a control group. There was no association between FIM perseveration and a Stroop-like test of verbal inhibition though both were marginally related to receptive vocabulary. In study 4 (48 3-and 4-year-olds), FIM was again unrelated to Stroop performance, but was related to the ability to tell whether a situation or problem is indeterminate. Thus, flexibility across semantic inferences is not influenced by timing, order, and number of pre-switch problems and is not predicted by individual differences in a test of verbal inhibition. However previously reported age and individual differences in flexible induction of word meanings are robust and related to vocabulary and logical ability.

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“…This holds true not only for adult verbal memory (Baddeley, 1976) but also for visual memory or learning in older children (Cameron, 1984) and infants (Fagan, 1984). This holds true not only for adult verbal memory (Baddeley, 1976) but also for visual memory or learning in older children (Cameron, 1984) and infants (Fagan, 1984).…”

Section: Resultsmentioning

confidence: 99%

The Robustness of Infant Haptic Memory: Testing Its Capacity to Withstand Delay and Haptic Interference

Catherwood¹

1993

Child Development

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The robustness of infant haptic memory was assessed in terms of its capacity to withstand either a brief delay or potential retroactive "interference" from other haptic input. 48 infants (mean age 8 months) were familiarized haptically to a small cube or sphere with smooth or rough surface texture and subsequently tested for recognition of the shape and texture of this stimulus in terms of the relative level of haptic response to 3 test stimuli, comprising the familiar stimulus, a new-shape stimulus, and a new-texture stimulus. The test stimuli were presented (a) immediately, (b) after a 5-min delay, or (c) after a second familiarization or "interference" phase involving another haptic stimulus different in shape and texture to the first. The infants demonstrated recognition of shape and texture in the No Delay condition, of shape and (marginally) of texture in the Delay condition, but only of texture in the Interference condition. The greater susceptibility of shape to interference was considered in terms of the degree of similarity among the shapes employed in the study.

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Interference effects on preschool children's learning sets

Cited by 7 publications

References 10 publications

Bearing Bad News: Reactions to Negative Performance Feedback

Bearing Bad News: Reactions to Negative Performance Feedback

Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings

The Robustness of Infant Haptic Memory: Testing Its Capacity to Withstand Delay and Haptic Interference

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