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• W277923009 abstract "The effects of varying instructional explicitness (minimal, general, and explicit) and type of reinforcement (none, extrinsic, and intrinsic or relational) on young children's learning of an oddity discrimination task were investigated. Forty-eight nursery school children were randomly assigned to six cells of a 2 (instructions, minimal or general) x 3 (reinforcement) factorial design, and 12 others to an outside contrast group that received particularly explicit instructions and intrinsic reinforcement, which vas considered to be an especially favorable combination. No significant differences in learning were found among six groups of major design, but outside contrast group was found to perform significantly better when compared with minimal and general instruction condition groups. No significant difference emerged from an analysis of outside contrast condition with three reinforcement conditions, however. A test of transfer -oftraining was made by use of different stimuli, and 32 of 34 subjects who earlier reached criterion showed successful transfer. Other notable findings from study included: A significant correlation of CA and original learning across total subject sample, but within any group or condition save minimal instruction no reinforcement condition; significantly longer response latencies for criterion compared to noa-criterion subjectF, which was uniformly observed across all groups; and that virtually a1 subjects questioned on their ability to make and not same identifications of task stimuli could do so whether they had reached criterion or not. Data from two other samples involved in a replication study and an initial pilot study are also reported. Many correspondences, but also some discrepancies with previous findings were obtained. The results were discussed in some detail to provide a guide to future research. Effects of Various Instruction and Reinforcement Conditions on Learning of a Three-Position Oddity Problem by Nursery School Children James E. Turnure and Sharon N. Larsen University of Minnesota Several recent studies by Turnure (1970a, b; Turnure & Zigler, 1964) have explored basis of persistent reports of inattentiveness or distractibility of mentally retarded children in school or other learning situations. Turnure (1970a) has suggested that some instances of non-task orientations which are behavioral index of inattentiveness are best considered as natural and spontaneous instances of looking for help rather than indications of a defect in ability to attend. The task employed by Turnure in his investigations was an oddity discrimination learning problem, and he has noted that fact that such a task was very difficult for low MA individual, i.e., an age appropriate task, may have been an extremely important factor in young retarded child's performance both in learning and glancing (i.e., non-task orientations). In fact, oddity learning research has repeatedly reported difficulty of this tack for young child (Gollin & Shirk, 1966; Hill, 1965; Lippsitt & Serunian, 1963; Saravo & Gollin, 1969). The parameters of oddity learning in children, both normal and retarded, have been extensively 2 explored by these and other researchers (cf. also Ellis, Hawkins, Pryer & Jones, 1963; Gollin, Saravo & Salten, 1967; House, 1964; Lubker & Spiker, 1966; Saravo, Bagby & Haskins, 1970) over past decade. In preparation for further study of young retarded child's attention and learning behavior on such a task, present writers felt that exploration of some additional parameters possibly affecting oddity task performance seemed warranted. That is, in order to understand more fully retarded child's behavior during learning, a clearer understanding of variables involved in learning of task seemed a prerequisite. Although eventual application of information obtained in present study was to be investigation of learning in retarded. young normal children were used as subjects. Butterfield (1968, p. 361) has emphasized that cognitive processes of retardates may be elucidated by studying normal persons of low MA's as well as by studying retarded directly and that by doing so one can avoid some of the difficulties which are introduced by atypical life histories of many readily availabll retardate subject pools. Turnure's previous findings on distraction and mentally retarded (Turnure, 1970a, b) seemed entirely consistent with developmental rather than defect approach to mental retardation implicit in Butterfield's statements, and in view of this and fact that present study was considered as an adjunct to a main line of investigation into attention processes in mentally retarded, use was made of a more easily obtainable normal subject population. The conventional oddity learning problem has been defined as one in which two stimuli are identical and third, rewarded stimulus," @default.
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• W277923009 title "Effects of Various Instruction and Reinforcement Conditions on the Learning of the Three-Position Oddity Problem by Nursery School Children. Research Report #32." @default.
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