Emergent simple discrimination in children: preference for non-preferred stimuli

Area of Science:

• Developmental Psychology
• Behavioral Science
• Stimulus Control

Background:

• Previous research indicated children's discrimination learning is influenced by physical similarity to prior stimuli.
• Stimuli similar to preferred (S+) or non-preferred (S-) stimuli elicit predictable transfer effects.
• S+ Priority Transfer (S+PT) occurs when a stimulus has properties of both S+ and S-.

Purpose of the Study:

• To investigate if S+ Priority Transfer (S+PT) extends to discrimination tasks involving only non-preferred stimuli.
• To examine the role of stimulus component functions versus physical similarity in children's choices.
• To present a theoretical model explaining discriminative responding and stimulus element function.

Main Methods:

• Children were presented with choices between two previously non-preferred stimuli.
• One stimulus was physically similar to preferred stimuli, the other dissimilar.
• Variations included presenting a non-preferred stimulus resembling a preferred stimulus alongside a novel non-preferred stimulus.

Main Results:

• Children selected the non-preferred stimulus similar to preferred stimuli, demonstrating S+PT.
• This preference was not observed when the S+-like stimulus was paired with a novel non-preferred stimulus.
• Findings suggest choices are based on stimulus component functions, not just physical resemblance.

Conclusions:

• S+ Priority Transfer (S+PT) is evident even when initial stimuli are non-preferred.
• Children's preferences are driven by the learned functions (S+, S-, S0) of stimulus components.
• A theoretical model suggests discriminative responding shapes, as well as results from, stimulus element functions.