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Related Experiment Videos

Establishing mirror-image discriminations with progressively delayed extra-stimulus prompts.

P M Smeets1, G E Lancioni, S Striefel

  • 1Department of Psychology, Leiden University, Holland.

Journal of Experimental Child Psychology
|October 1, 1991
PubMed
Summary

Delayed extra-stimulus prompts effectively teach preschool children to distinguish mirror-image stimuli. Gradual prompt elimination is not necessary for successful learning in orientation-based tasks.

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Area of Science:

  • Developmental Psychology
  • Cognitive Development
  • Early Childhood Education

Background:

  • Preschool children often struggle with discriminating left-right mirror-image stimuli.
  • Extra-stimulus prompts can aid in learning complex visual discriminations.
  • The role of prompt timing and fading in learning is crucial.

Purpose of the Study:

  • To investigate the effectiveness of progressively delayed extra-stimulus prompts for teaching left-right discrimination.
  • To examine the attention-guiding properties of different prompt types.
  • To determine the necessity of gradually eliminating prompts during learning.

Main Methods:

  • Four experiments utilized progressively delayed extra-stimulus prompts with preschool children.
  • Three conditions were tested: Orientation, Location, and Shape prompts.

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  • Prompt elimination strategies varied across conditions.

    • Main Results:

    • Most children rapidly learned using Orientation prompts.
    • Delayed orientation prompting proved successful irrespective of prompt elimination methods.
    • Delay training was ineffective in Location and Shape conditions; Orientation condition required delayed prompting for reliable learning.

    Conclusions:

    • Progressively delayed extra-stimulus prompts are a viable method for teaching left-right discrimination in young children.
    • The effectiveness of prompts is dependent on the task condition, with Orientation tasks benefiting most from delayed prompting.
    • Gradual prompt elimination is not a prerequisite for successful learning in this context.