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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.

因为刺激的基本属性，例如相似性-相异性和新颖性与熟悉性本质上是相关的，并且嵌入在无处不在的环境背景，检测这种关系的能力信息对于适应性功能至关重要。有大量的有证据表明，智力低龄的儿童——包括弱智儿童和年轻的非弱智儿童——在某些方面表现出明显的缺陷需要关系响应的任务（Greenfield，1985；Soraci 等人， 1987 年、1989 年）。在目前实验范式的扩展中研究者在之前的研究中使用过，本次研究的具体目的建议是分析和增强关系特征刺激阵列，以促进怪异等任务的表现和匹配到“样本。奇数和任意匹配到样本尤其重要单个刺激没有离散的任务的清晰示例信息价值独立于它们与刺激的关系包含他们的背景；相反，个人的信息价值这些任务中的刺激在很大程度上取决于周围环境它们出现了（Dinsmoor，1985；Sidman & Stoddard，1968）。证据趋同来自本研究人员和其他人进行的各种研究表明，之间的性能差异的一个关键因素弱智儿童和非弱智儿童的敏感性不同相关信息（例如，Soraci、Deckner、Baumeister，1989）。一个专业拟议研究的目标是提供与关系学习理论模型的发展。在提议的研究强调视觉结构的作用阵列有助于检测相关刺激关系。刺激还检查与刺激相关的组织变量检测和区别性响应。拟议的研究分为分为两个部分：奇怪和刺激组织。