Psychology ETDs

Learning on a Preferred Dimension Irrelevant Concept Task as a Function of Stimulus display and Presence or Absence of Cue Cards

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The effects of stimulus display (compact or distributed) and response identification (cue card• present or absent) on performance in a uni-dimensional concept task with the preferred dimension irrelevant and non-preferred relevant were examined with 40 kindergarten age children. It was expected that gs would solve more quickly with compact stimuli when the response was a matching response, but that this facilitation might not show up in the more difficult problem involving the absence of the cue card. In addition, it was expected that the cue card would improve performance in all condition so The results confirmed the prediction of easier solution with compact stimuli but this facilitation was found both with the cue card and without the cue card. These results were explained in terms of the lack of perceptual scanning strategies present in young children necessary for adequately processing information from a distributed stimulus. Results also supported the prediction of a uniformly easier solution with the cue card. These results were explained in terms of a reduction in memory load and the provision of an adequate basin for rejecting the preferred dimension in favor of the non-preferred.

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First Committee Member (Chair)

Peter J. Johnson

Second Committee Member

Henry C. Ellis

Third Committee Member

Marc Irwin



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