The effects of training and verbalization on reversal and extra-dimensional learning |
| |
| Authors: | M Blank |
| |
| Affiliation: | 1. Facultad de Humanidades y Arte, Universidad de Concepción, Concepción, Chile;2. Facultad de Educación, Universidad de Concepción, Concepción, Chile;3. Facultad de Humanidades y Arte, Universidad de Concepción, Concepción, Chile;4. Departamento de Psicología Cognitiva, Social y organizacional, Universidad de La Laguna, San Cristóbal de la Laguna, Santa Cruz de Tenerife, España;1. Department of Communication, George Mason University, Fairfax, VA, USA;2. Schar School of Public Policy, George Mason University, Fairfax, VA, USA;3. NORC at the University of Chicago, Chicago, IL, USA;4. Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL, USA;5. Department of Medicine, University of Chicago, Chicago, IL, USA;1. Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands;2. Research Center Adolescent Development, Utrecht University, The Netherlands;3. Brain and Development Research Center, Leiden University, The Netherlands |
| |
| Abstract: | The effects of undertraining, criterion learning, and overtraining on the subsequent ability of nursery school children to achieve reversal and extradimensional shifts were studied. Sixty-eight Ss were trained on a size sorting discrimination problem and then tested on a reversal shift or an extra-dimensional shift. Three conditions of training were employed, all of which allowed the subjects to solve the training problem but with different amounts of experience. The conditions were: (1) undertraining by informing the subjects of the solution, (2) undertraining as in condition 1, but then giving the Ss 20 additional overtraining trials, and (3) experience with the problem until S achieved an independent solution.The results demonstrated an inverse relationship between the number of trials on the training problem and the number of trials required for reversal learning. The use of language did not facilitate the reversal performance. No relation was found between degree of training and ease of extra-dimensional shifting. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
