The Moss-Harlow effect in preschool children as a function of age

Cross, Henry A.; Vaughter, Reesa M.

doi:10.1016/0022-0965(66)90029-4

Cited by 18 publications

(7 citation statements)

References 9 publications

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“…Using a slightly different technique, studies have shown (Cross & Brown, 1965;Harlow, 1959;Moss & Harlow, 1947) that discrimination performance of infrahuman primates after a nonrewarded information trial is superior to performance after a rewarded information trial. Similar findings have been observed in 3^-year-old preschool subjects (Cross & Vaughter, 1966), but not with older children (5Vi) who relied more heavily on the positive cue. Heal (1966), however, found no evidence for differential cue effects in either kindergartners or retardates.…”

supporting

confidence: 82%

“…In summary, evidence about the role of positive and negative cues is inconclusive, although the results of Cross and Vaughter (1966) suggest a developmental shift from dependence on the negative cue to greater salience of the positive cue in a two-choice discrimination learning situation. As in other studies that involve negative instrumental transfer, pretraining or overtraining sometimes brings about modes of problem solving that produce outcomes similar to those obtained by more sophisticated organisms (Gollin & Saravo, in press;Saravo & Gollin, 1969;; but see also Gollin, 1964;Saravo & Kolodny, 1969).…”

mentioning

confidence: 92%

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Transfer effects in children's oddity learning.

Saravo¹,

Bagby²,

Haskins³

1970

Developmental Psychology

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To assess the relative roles of positive and negative cue retention on oddity transfer, and the extent to which these roles change with age and practice, 144 3-7-year-old children learned six oddity-discrimination problems followed by either a random reversal or a minimally interferent oddity test. Performance on the oddity-discrimination problems indicated reliance on negative cues for the younger subjects and stronger positive cue retention for the older subjects, in the first task. By the end of training, negative cue effects appeared dominant. Transfer to tasks that were two or more steps removed from the original occurred only for 3-year-olds; interproblem improvement occurred only in the 4Vi-7-year subjects. Performance on the two oddity test procedures supported previous findings that reversal components in the oddity problem are disruptive. This effect was confined to the younger (S-SVi) children.

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supporting

confidence: 82%

mentioning

confidence: 92%

Transfer effects in children's oddity learning.

Saravo¹,

Bagby²,

Haskins³

1970

Developmental Psychology

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“…(Similar results were found using a very different paradigm by Douglas, Packouz, & Douglas, 1972. ) Based on an earlier study by Cross and Vaughter (1966), Berman (1973) presented 40 children between the ages of 31 and 60 months with 24 two-trial object-discrimination problems. On the first trial in each pair, children were shown an object that was either associated with a reward or not.…”

Section: Discussionmentioning

confidence: 99%

Early Development of Executive Function: A Problem-Solving Framework

Zelazo¹,

Carter

Reznick

et al. 1997

Review of General Psychology

544

351

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Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

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“…Children show decided improvement in these attributes over the years from 4 to 6. Cross and Vaughter (1966) have even found that whereas 3-year-old children, like monkeys, show better Trial 2 performance following nonreinforcement rather than reinforcement on Trial 1, 4-year-old children show the opposite effect. This finding may not reflect the specific effects of reinforcement and nonreinforcement on learning, but the inability of the 3-year-old child to inhibit his response to the alternate (negative) cue on Trial 2 following a response to the positive cue on Trial 1.…”

Section: Higher Level Cognitive Abilitiesmentioning

confidence: 99%

The orienting reflex and attention in cognitive development.

Jeffrey¹

1968

Psychological Review

104

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Certain changes in stimulation produce a pattern of physiological responses (orienting reflex) that is presumed to sharpen perception, i.e., focus attention on that cue or subset of cues that is most salient. When the orienting reflex habituates to a particular cue of a complex stimulus, a 2nd and previously less salient cue may now elicit an orienting reflex and attention will then become selective for that cue. Given certain conditions, serial habituation of the orienting reflex to several cues of a stimulus complex will produce a chain of attending responses. With repeated presentation of the stimulus complex, this chain will become a single well-integrated mediating event (schema) that may be used to explain higher-level problem-solving behaviors.

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The Moss-Harlow effect in preschool children as a function of age

Cited by 18 publications

References 9 publications

Transfer effects in children's oddity learning.

Transfer effects in children's oddity learning.

Early Development of Executive Function: A Problem-Solving Framework

The orienting reflex and attention in cognitive development.

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