Concept identification at various developmental levels as a function of simultaneous and successive stimulus presentation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kathryn Benton Wyatt (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Herbert Wells

Abstract: Simultaneous and Successive stimulus presentation were compared in a concept-learning task using blank trials. Subjects were kindergarten children; fourth-grade children; ninth-grade children; college students; returning students thirty-five to forty-six years of age; and females sixty-five years and older. With the Simultaneous problems Levine's method was used; the Successive problems were derived from these. The study replicated Wells' results of the potent efficiency of the Simultaneous stimulus presentation. This efficiency, which was maximized with younger and older Ss, was attributed to the Simultaneous condition's serving as an aid in perceiving the logical intersection of positive and negative instances, and retention of processed information. Eimas' contention that the inadequacy of young subjects (fourth graders) may not be due to developmental readiness but to information not reaching higher processing was substantiated.

Additional Information

Publication
Thesis
Language: English
Date: 1973
Subjects
Concept learning
Learning, Psychology of

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