Effects of Stimulus Differentiation Training upon Hypotheses, Strategies, and Stereotypes in Discrimination Learning among Kindergarten Children.

摘要: Abstract Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental S s) or without (controls), prior to presentation a series discrimination-learning problems using blanktrial probes. Results were as follows: Performance both was virtually perfect during (less than one error per 1000 trials). In transfer, however, experimental s solved more problems, generated consistent blank-trial probes, manifested fewer response sets, likely abandon disconfirmed H , sampled locally following errors, and retained confirmed frequently control s. Experimental also strategy Sys (hypothesis sampling systems) predominately, while controls only stereotypes. Findings discussed in relation theoretical perspectives derived from Piagetian theory developmental learning theory.