Effects of Preference and Dominance on Young Children's Optional Shift Performance
Bibliographic Data
| ID | 13660763 |
|---|---|
| Authors | Gloria J Mayes (University of Akron, corresponding author), Jo A Sanders (University of Akron), Jo Ann Clawson Sanders (University of Akron), Raymond E Sanders (University of Akron) |
| Year | 1976 |
| Volume | 39 |
| Issue | 1 |
| Pages | 327-334 |
| Publication date | 1976-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1976.39.1.327 |
| OpenAlex | W1981962442 |
| Language | EN |
| References cited | 18 |
The relative influence of preference and dominance (cue similarity) on mediated learning and transfer in kindergarten children was investigated in an optional intradimensional-extradimensional shift paradigm. Children were initially trained with a relevant dimension which was preferred-dominant, preferred-nondominant, nonpreferred-dominant, or nonpreferred-nondominant. In stationarity analyses, all groups appeared to learn the initial problem in a mediational fashion; preference and dominance did not differentially influence type of learning. Relevance of a preferred and/or dominant dimension resulted in mediated transfer, as reflected by the preponderance of intradimensional shifts. No mediated transfer in the nonpreferred-nondominant group despite mediated learning was explained in terms of differential response strengths of the observing responses specific to relevant and irrelevant dimensions
Cognitive psychology · Developmental psychology · Dominance (genetics · Preference · Similarity (geometry · Statistics · Artificial Intelligence · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Mathematics · Psychology · Social Psychology
| Highly cited | No |
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