Cognitive Strategies in the Discrimination Learning of Young Children

摘要: Research on children’s discrimination learning during the past 10 to 15 years has brought about some major changes in our theoretical conceptualizations way children solve such tasks. The role of mediating processes been prominent viewpoints since early work Kuenne (1946). 1950s hypothesis acquired distinctiveness cues (see Cantor, 1965; Spiker, 1956, 1963, for reviews) represented an attempt identify and describe mechanisms. Kendler (1962) theory representational mediation was a recognition that concept identification older children, at least, strongly influenced by development dimension-specific processes. attentional Zeaman House (1963) also placed between complex physical stimulus overt instrumental response observing part subject, whether infrahuman, human adult, or child, determined which existing dimensions would become effective. Dimension-specific responding feature modification Spence’s (1936) present writers began develop ago (Spiker, 1970, 1971; Spiker & 1973).