Perceptual learning in the discrimination processes of children: An analysis of five variables in perceptual pretraining.

Tighe, Thomas J.; Tighe, Louise S.

doi:10.1037/h0025845

Cited by 36 publications

(16 citation statements)

References 15 publications

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“…Working within a perceptual learning framework, the Gibsons (1955) initially demonstrated that having young ehildren make same-different judgments of eomplex stimuli resulted in inereased differentiation of those stimuli. In line with the Gibsons' results, Tighe & Tighe (1968) found that same-different pretraining facilitated reversal learning (but not original learning). Their stimuli were easily discriminable stimuli varying on two dimensions.…”

supporting

confidence: 84%

The relative effectiveness of observing response vs predifferentiation pretraining on children’s discrimination learning

Vance

Siegel

1971

Psychon Sci

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This study was designed to assess the relative effectiveness of four components of pretraining on a subsequent simultaneous discriminaton and reversal: (1) making same-different judgments about the two stimuli; (2) making a specific observing response to the critical feature of the stimuli; (3) simple familiarization with the stimui; and (4) developing a set to compare stimuli. Seventy-two first-grade children served as Ss. Two sets of stimuli were used: line drawings of cats and line drawings of chiJdren's faces. Although none of the pretraining conditions had a facilitating effect for Ss seeing the faces, there were significant facilitative effects for Ss seeing cats. Specifically, the three pretraining conditions involving same-different judgments facilitated both leaming and reversal, whereas the effect of "observing response alone" pretraining had no such facilitative effect.

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supporting

confidence: 84%

The relative effectiveness of observing response vs predifferentiation pretraining on children’s discrimination learning

Vance

Siegel

1971

Psychon Sci

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“…There is evidence that the acquisidon of adult dimensional structures involves a shift from overall global similarity to more differentiated similarity (Foard & Kemler-Nelson, 1984;Garner, 1978;Shepp, 1978;Smith, 1989;Smith & Kemler, 1977;Tighe & Tighe, 1968) characterized by consistent polar alignments across dimensions-for example, loud big, big more (Smith & Sera, 1992). We conjecture that over development children must not only learn separate perceptual knowledge into dimensions but also come to see them as dimensions, as possessing a coherent (often at least ordinal) structure (see Zwislocki & Goodman, 1980).…”

Section: Computational Modelingmentioning

confidence: 99%

Comparison and Categorization in the Development of Relational Similarity

1996

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experiments investigated the development of children's ability to recognize perceptual relational commonalities such as symmetry or monotonicity. In Experiment 1, 6-and 8-year-olds were able to recognize higherorder relational similarity across different dimensions (e.g., size/saturation) and across different polarities (e.g., increase/decrease), whereas 4-year-olds could recognize higher-order relational matches only when they were supported by lower-order commonalities (e.g., size/size but not size I saturation matches). Further experiments tested how the processes of comparison and categorization affected 4-year-olds' ability to recognize relational similarity. The results of the experiments supported the hypothesis that comparison and categorization processes lead to changes in children's representations of relational structure, enabling them to recognize more abstract commonalities. A computational model lent further support to the claims.

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“…This paper reports observations on reinforcer preference in children which were obtained du ring the course of aseries of experiments on discrimination learning carried out over the past four years. In these experiments (e.g., Tighe & Tighe, 1968) each S was allowed to choose a prize from a constant set of 12 alternatives after he had completed the experimental session. In selecting the prizes, we considered only inexpensive manipulatables and edibles which were small or could be offered in small quantities.…”

mentioning

confidence: 99%

“…On the average, eight children were tested each day with a range of 4 to 12 children. The experiments conducted du ring the period of observation of reinforcer preference included a variety of standard discrimination tasks-perceptual pretraining procedures (e.g., Tighe & Tighe, 1968), simple, unidimensional discrimination problems, discrimination shift procedures, and transposition tests. In an studies correct discriminative responses were rewarded by presentation of a marble.…”

mentioning

confidence: 99%