Effects of overtraining and age on intradimensional and extradimensional shifts in children |
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| Authors: | P D Eimas |
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| Affiliation: | 1. Laboratoire de Neurosciences Cognitives et Computationnelles, INSERM, Paris, France;2. Département d’Etudes Cognitives, ENS, PSL Research University, Paris, France;3. Institute for Cognitive Neuroscience, HSE, Moscow, Russian Federation;4. Swiss Center for Affective Science, Geneva, Switzerland;5. Laboratory for Behavioural Neurology and Imaging of Cognition, Department of Basic Neuroscience, University of Geneva, Geneva, Switzerland;6. Paris School of Economics, Paris, France;1. Universidad Católica de Murcia, Spain;2. Universidad de Santiago de Compostela, Spain;3. Universidad de A Coruña, Spain;1. Department of Psychology, Durham University, Durham DH1 3LE, UK;2. Department of Psychology, University of Cologne, 50931 Cologne, Germany;3. School of Psychology & MRC Centre for Neuropsychiatric Genetics and Genomics, School of Medicine, Cardiff University, Cardiff, CF10 3AT, UK;1. School of Psychology and Neuroscience, University of St Andrews, St Andrews KY16 9JP, UK;2. Department of Anthropology, Durham University, Durham DH1 3LE, UK;3. Messerli Research Institute, University of Veterinary Medicine Vienna, 1210 Vienna, Austria |
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| Abstract: | Ninety-six kindergarten and 96 second-grade children were trained on a two-choice simultaneous discrimination with either color relevant and form irrelevant and variable or the converse. After reaching criterion, half of the Ss received 50 overtraining trials prior to presentation of Problem 2, while the remaining Ss received Problem 2 without overtraining on Problem 1. Problem 2, composed of all new stimuli, had either the same relevant dimension as Problem 1, intradimensional (ID) shift, or had as the relevant dimension the previously irrelevant dimension, extradimensional (ED) shift. Age had a significant effect on Problem 1 but not on Problem 2. The transfer data supported a mediational or two-stage interpretation of discriminative learning in that ID shifts were learned significantly faster than ED shifts and overtraining reliably improved performance. There was no Age × Shift interaction, indicating that younger children utilized some mediational process, dimensional in nature, as effectively as did older children. |
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