Dimensional Dominance in Discrimination Learning

Non‐mongols, mongols and normals were compared on matching tasks in which solution depended on a dimensional response to either shape or colour. Original learning with shape relevant and colour irrelevant, or the converse, was followed by reversal learning in which these dimensions were switched. Non‐mongols were found to be slightly shape‐dominant, compared to normals, while mongols were strongly colour‐dominant. Verbal data suggested that the ability to formulate concepts could be related to task difficulty and/or availability of specific labels for stimuli. It was found that an increased criterion stringency in original learning facilitated reversal performance in the more difficult task and in both subnormal groups. The implications of this finding were discussed, with reference to the qualitative nature of the learning process, and its relationship to task complexity and difficulty level

Cognitive psychology · Converse · Developmental psychology · Discrimination learning · Dominance (genetics) · Geometry · Matching (statistics) · Statistics · Task (project management) · Chemistry · Child and Animal Learning Development · Communication · Innovative Teaching and Learning Methods · Mathematics · Psychology · Social Psychology · Visual and Cognitive Learning Processes