By Hayne W. Reese (Ed.)
This quantity, one in a chain, offers with the constitution of developmental thought, recursive platforms, kid's iconic realism, the position of cognition in figuring out gender results, the advance of processing pace in adolescence and youth and extra.
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Additional info for Advances in Child Development and Behavior, Vol. 6
These possibilities are most apparent in two-choice visual discrimination learning, which has been most unfortunately labeled. Research specialists and theorists in the current zeitgeist of perception and cognition have argued that most human subjects are able to make visual discriminations of stimuli typically used, before the learning experiment has started. Experimental manipulations exploit this ability so as to direct behavior toward selected cues and dimensions via reinforcement. K. W. Spence (1956) is more precise in the terminology, two-response selective learning.
In a current pilot investigation with controls for some of these factors, Feldstein has preliminary data suggesting that variety in formal information terms has greater motivational valence than variety in the colloquial sense. Whatever the precision of variance, a long-range research program may show for these possibilities, a suggestive first approximation of collative factors operating according to delay of reward principles has been generated. IV. Incentive Magnitude in Verbal Learning Choice facilitation, incentive preferences, and choice impairment under incentive competition were investigated via the useful medium of selective learning for reasons already cited with some fruitful results.
Chance. This neat design rapidly got out of hand. In addition to the (a) verbal-material ratios and the ( b ) levels of motivation, ( c ) verbal vs. material choices within subjects, independent of manipulations, were analyzed, along with hypothesized (d ) increases in verbal preferences with age, and (e) sex differences, also including (f) selected trial block effects; internal analyses provided post hoc examination of (g) socioeconomic status and (h) IQ variables. On the two choice selective learning task, 80 children from each of Grades 1, 3, and 5 were allowed to choose on each of 80 trials a stimulus associated with a plastic cow reward or the alternative stimulus for which the experimenter said “very good,” “fine,” or “you’re doing very well”; for the latter choice, the reward well in the Wisconsin General Test Apparatus was baited with a card containing the word GOOD.
Advances in Child Development and Behavior, Vol. 6 by Hayne W. Reese (Ed.)