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Transient effects of acquisition history on generalization in a matching-to-sample task
1University of Nebraska-Lincoln 68588-0308.
Journal of the Experimental Analysis of Behavior
|July 1, 1991
Summary
Preschool children learned tasks using instructions, shaping, or imitation. All adapted to new rules, suggesting instructional learning doesn't hinder future learning from consequences.
Area of Science:
- Developmental Psychology
- Behavioral Psychology
- Educational Psychology
Background:
- Learning history significantly influences cognitive development and task acquisition in children.
- Understanding how different learning methods (instructions, shaping, imitation) impact future learning is crucial for effective education.
- Preschoolers' ability to adapt to changing learning contingencies is key to their educational success.
Purpose of the Study:
- To investigate the impact of various learning histories on the acquisition of a matching-to-sample task in preschool children.
- To determine if prior learning through instructions, shaping, or imitation affects children's ability to adapt to new discrimination contingencies.
- To assess whether rule-driven behavior learned through instructions can be overcome by experience with consequences.
Main Methods:
- Twelve preschool children participated in the study.
- Participants learned four stimulus classes using one of three methods: instructions, shaping, or imitation.
- Following initial learning, participants were exposed to modified discrimination contingencies to assess adaptability.
Main Results:
- All children successfully acquired the new stimulus relations, regardless of their initial learning history.
- Children with a shaping history adapted slightly faster to the changed contingencies compared to those with instruction or imitation histories.
- Extended exposure to new contingencies facilitated adaptation, overcoming initial rule-driven insensitivity.
Conclusions:
- Learning through instructions does not necessarily lead to insensitivity to changing environmental contingencies in young children.
- Experience with consequences can override initial learning biases, even when acquired through rule-based instruction.
- Educational strategies utilizing instructions appear viable for preschool settings without compromising adaptive learning capabilities.