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Conditional discrimination after errorless and trial-and-error training.

G L Schilmoeller, K J Schilmoeller, B C Etzel

    Journal of the Experimental Analysis of Behavior
    |May 1, 1979
    PubMed
    Summary
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    Stimulus shaping is more effective for teaching visual discrimination in children. Prior training with fading or trial-and-error methods hindered later learning, even with shaping.

    Area of Science:

    • Behavioral psychology
    • Child development
    • Learning sciences

    Background:

    • Conditional discrimination is a key learning process.
    • Various training methods exist for teaching discrimination skills.
    • Understanding training efficacy is crucial for educational interventions.

    Purpose of the Study:

    • To compare the effectiveness of three training methods for visual discrimination in children: stimulus shaping, stimulus fading, and trial-and-error.
    • To investigate the impact of initial training history on subsequent learning.
    • To determine if a less effective initial training method affects the success of a more effective method.

    Main Methods:

    • Children received initial training using one of three methods: stimulus shaping, stimulus fading, or trial-and-error.

    Related Experiment Videos

  • Participants who did not achieve the conditional discrimination were provided a second, different training intervention.
  • Data were collected on acquisition of the conditional discrimination following initial and subsequent training.

    • Main Results:

    • Children initially trained with stimulus shaping demonstrated higher rates of acquiring conditional discrimination.
    • Initial training with stimulus fading or trial-and-error was less effective than stimulus shaping.
    • A history of fading or trial-and-error training reduced the likelihood of later success, even when stimulus shaping was subsequently applied.

    Conclusions:

    • Stimulus shaping is a more effective initial training procedure for visual conditional discrimination in children.
    • Prior exposure to less effective training methods can impede learning, even when a superior method is later introduced.
    • These findings have implications for designing effective instructional sequences in early learning and behavioral interventions.