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Related Experiment Videos

Stimulus generalization following extra-dimensional training in educationally subnormal (severely) children.

J Hogg, P L Evans

    British Journal of Psychology (London, England : 1953)
    |May 1, 1975
    PubMed
    Summary

    This study shows that educationally subnormal (severely) (ESN(S)) children can exhibit attentional transfer. Discrimination learning improved generalization performance in ESN(S) children, suggesting enhanced attention.

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    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Attentional transfer is crucial for learning and problem-solving.
    • Discrimination learning paradigms are used to study attentional processes.
    • Previous research has not fully explored attentional transfer in educationally subnormal (severely) (ESN(S)) children.

    Purpose of the Study:

    • To investigate attentional transfer in ESN(S) children using a go/no-go discrimination learning paradigm.
    • To assess the effectiveness of discrimination training on stimulus generalization.
    • To explore the role of stimulus properties in attentional transfer for this population.

    Main Methods:

    • Experiment I: ESN(S) children trained on a go/no-go discrimination (orientation dimension) and tested on stimulus generalization (hue dimension).

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  • Control groups included a pseudo-discrimination group and an S+ only group.
  • Experiment II: Investigated the influence of color codability on generalization gradients.

    • Main Results:

    • Five out of nine ESN(S) children who learned the discrimination showed decremental generalization gradients on the orthogonal hue dimension, indicating positive attentional transfer.
    • Control groups (pseudo-discrimination and S+ only) did not show significant generalization gradients.
    • Results suggest that ESN(S) children can develop stimulus control and exhibit attentional transfer.

    Conclusions:

    • Discrimination learning can facilitate attentional transfer in ESN(S) children.
    • Findings support the use of specific learning paradigms to study attentional mechanisms in children with severe educational needs.
    • Further research is needed to explore factors influencing stimulus control and transfer in this population.