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Ecological validity of laboratory-type discrimination-learning tasks.

N R Ellis, L A Harris, H R Barker

American Journal of Mental Deficiency

|July 1, 1983

Summary

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Laboratory discrimination learning tasks show ecological validity. These cognitive tasks correlate with real-world adaptive behavior and IQ, supporting their real-world relevance in research.

Area of Science:

Cognitive Psychology
Behavioral Science

Background:

Debate exists regarding the ecological validity of laboratory research on cognitive processes like discrimination learning.
Brooks and Baumeister questioned the real-world applicability of such studies, while House offered a rebuttal.

Purpose of the Study:

To investigate the relationship between laboratory-based discrimination learning tasks and real-world adaptive behavior.
To determine if cognitive measures from controlled settings predict performance in naturalistic environments.

Main Methods:

Assessed learning and retention in two-choice discrimination tasks.
Measured "real-life" adaptive behavior within an institutional setting.
Correlated these measures with intelligence quotient (IQ) scores.

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Main Results:

A substantial interrelationship was found among discrimination learning, adaptive behavior, and IQ.
Laboratory-based discrimination learning tasks demonstrated significant correlations with real-world functioning.

Conclusions:

The findings support the ecological validity of laboratory-type discrimination-learning tasks.
These tasks serve as meaningful predictors of adaptive behavior and cognitive abilities in applied settings.