INDUCTION OF RELATIONAL LEARNING IN MR CHILDREN

MR Children 关系学习的导入

• 批准号: 3329011
• 负责人: ALFRED A BAUMEISTER
• 金额: $ 15.85万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-09-01 至 1995-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3329011
• 关键词: association learning; child mental disorders; discrimination learning; human subject; mental retardation; mental retardation education /training; performance; preschool child (1-5); response generalization; stimulus generalization

Stimulus properties such as similarity-dissimilarity and novelty-familiarity are inherently relational and are embedded in most stimulus contexts. The specific aim of the present investigation 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. Both mentally retarded and young nonretarded children are particularly prone to failure on these relational tasks (Greenfield, 1985; Soraci, Deckner, Haenlein, Baumeister, Murata-Soraci, & Blanton, 1987). Converging evidence from various studies suggests that a critical factor in the performance discrepancies between retarded and nonretarded children is a differential sensitivity to relational information (e.g., Soraci, Deckner, & Baumeister, 1989). In the proposed studies, emphasis is placed on facilitating the detection of relevant stimulus relations as a "front-end" (Brown, Collins, & Deguid, 1989) intervention strategy. The proposed studies are divided into four sections: I. Oddity, II. Induction of Other Relational Concepts, III. Learning to Exclude and Learning by Exclusion; and IV. Stimulus Equivalence.

刺激特性，例如相似性 - 差异性和 新颖性熟悉是固有的关系，大多数人都嵌入 刺激环境。本调查的具体目的是 分析和增强刺激阵列的关系特征 为了促进诸如怪异和 匹配样本。精神智障和年轻的未粘贴的孩子都是 特别容易在这些关系任务上失败（Greenfield，1985； Soraci，Deckner，Haenlein，Baumeister，Murata-Soraci和Blanton，1987年）。 来自各种研究的融合证据表明，关键因素 智障儿童和未迟钝的孩子之间的表现差异是 对关系信息的差异敏感性（例如Soraci， Deckner，＆Baumeister，1989）。在拟议的研究中，将重点放在 促进相关刺激关系作为一个 “前端”（Brown，Collins和Deguid，1989）干预策略。这 拟议的研究分为四个部分：I。奇数，ii。就职 其他关系概念，iii。学习排除和学习 排除；和IV。刺激等效性。