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Related Experiment Videos

Transitivity and emergent sequence performances in young children

W L Holcomb1, R Stromer, H A Mackay

  • 1Eunice Kennedy Shriver Center, Waltham, MA 02254, USA.

Journal of Experimental Child Psychology
|April 1, 1997
PubMed
Summary

Children learned to understand sequences of visual stimuli. Training on overlapping pairs led to understanding longer, untrained sequences, demonstrating emergent relational learning.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Behavioral Science

Background:

  • Understanding how children learn complex sequences is crucial for educational strategies.
  • Previous research indicates that direct training is often necessary for sequence acquisition.

Purpose of the Study:

  • To investigate emergent relational learning in children.
  • To determine if training on overlapping sequential pairs facilitates the understanding of untrained, longer sequences.
  • To explore the development of ordered relations among visual stimuli.

Main Methods:

  • Experiment 1: Children trained on a six-stimulus sequence and overlapping two-stimulus sequences.
  • Experiment 1: Tested on untrained derived sequences.
  • Experiments 2 & 3: Children trained only on overlapping two-stimulus sequences with refined protocols before testing.

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Main Results:

  • Few children succeeded in Experiment 1 on untrained derived sequences.
  • Nearly all children succeeded in Experiments 2 & 3 on emergent sequences of varying lengths (2-6 stimuli).
  • Successful emergent sequencing indicates the development of transitive relations.

Conclusions:

  • Training on overlapping sequential pairs effectively promotes emergent understanding of longer sequences.
  • This suggests a powerful method for fostering relational learning and understanding order in children.
  • The findings have implications for designing effective learning protocols in developmental psychology.