FACILITATING RELATIONAL LEARNING IN MR CHILDREN

促进 MR Children 的关系学习

基本信息

批准号：
2194395
负责人：
SALVATORE A SORACI
金额：
$ 6.67万
依托单位：
TUFTS UNIVERSITY MEDFORD
依托单位国家：
美国
项目类别：
财政年份：
1993
资助国家：
美国
起止时间：
1993-09-01 至 1995-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/2194395
关键词：
attention child mental disorders discrimination learning human subject learning transfer mental process mental retardation model model design /development performance psychological tests response generalization stimulus /response stimulus generalization

项目摘要

Because basic properties of stimuli such as similarity-dissimilarity and novelty-familiarity are intrinsically relational and are embedded in ubiquitous environmental contexts, the ability to detect such relational information is essential to adaptive functioning. There is substantial evidence that children that have low mental ages-both retarded children and young non-retarded children--exhibit markedly deficient performances on tasks that demand relational responding (Greenfield, 1985; Soraci et al., 1987, 1989). In an extension of experimental paradigms the present investigator has utilized in previous research, the specific aim of this proposal is to analyze and enhance the relational characteristics of stimulus arrays in order to facilitate performance on tasks such as oddity and match-to"sample. Oddity and arbitrary match-to-sample are particularly clear examples of tasks in which individual stimuli do not have discrete informational value independent of their relations to the stimuli that comprise their context; rather, the informational value of individual stimuli in these tasks is in large part determined by the surround in which they appear (Dinsmoor, 1985; Sidman & Stoddard, 1968). Converging evidence from various studies conducted by the present investigator and others suggests that a critical factor in the performance discrepancies between retarded and non-retarded children is a differential sensitivity to relational information (e.g., Soraci, Deckner, Baumeister, 1989). A major goal of the proposed research is to provide evidence relevant to the development of a theoretical model of relational learning. In the proposed studies, emphasis is placed on the role of the structure of the visual arrays in facilitating detection of relevant stimulus relations. Stimulus organization variables are also examined as they relate to stimulus detection and discriminative responding. The proposed studies are divided into two sections: Oddity and Stimulus Organization.

因为刺激的基本特性，例如相似性 - 差异性和新颖性熟悉是本质上的关系，并嵌入无处不在的环境环境，检测这种关系的能力信息对于自适应功能至关重要。有实质性有证据表明，精神年龄较低的儿童患有智障儿童和年轻的不迟钝的儿童 - 证明表现明显不足需要关系响应的任务（Greenfield，1985； Soraci等，， 1987，1989）。在实验范例的扩展中研究者在先前的研究中使用了特定目的建议是分析和增强的关系特征刺激阵列以促进诸如奇数之类的任务的执行和匹配的“样本。奇数和任意匹配样本特别是明确的示例是单个刺激没有离散的任务信息价值独立于他们与刺激的关系构成他们的背景；相反，个人的信息价值这些任务中的刺激很大程度上取决于周围它们出现（Dinsmoor，1985； Sidman＆Stoddard，1968）。融合证据来自本研究者和其他研究的各种研究表明性能差异的关键因素智障和不迟钝的儿童是对关系信息（例如Soraci，Deckner，Baumeister，1989年）。专业拟议的研究的目标是提供与发展关系学习的理论模型。在提议中研究，重点放在视觉结构的作用上促进相关刺激关系的检测的阵列。刺激与刺激相关的组织变量也进行了检查检测和歧视性响应。拟议的研究被划分分为两个部分：怪异和刺激组织。