FACILITATING RELATIONAL LEARNING IN MR CHILDREN

促进 MR Children 的关系学习

• 批准号: 3073507
• 负责人: SALVATORE A SORACI
• 金额: $ 5.88万
• 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: 1990-08-01 至 1991-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3073507
• 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

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，如相似-不相似和 新颖性-熟悉性是内在联系的，并嵌入到 无处不在的环境背景，检测这种关系的能力 信息对于适应功能是必不可少的。有大量的 有证据表明，智龄较低的儿童--包括智力低下的儿童和 年幼的非智障儿童--表现出明显的不足 需要关系型响应的任务(Greenfield，1985；Soraci等人， 1987、1989)。在实验范式的延伸中，目前 调查人员在之前的研究中利用了这一具体目的 建议是分析和提升关系特征 刺激阵列，以促进对诸如奇怪的任务的执行 和匹配样本。奇特和任意匹配样本尤其 个别刺激物没有离散的任务的明显例子 独立于它们与刺激的关系的信息价值 包括其上下文；更确切地说，是个体的信息价值 这些任务中的刺激很大程度上是由周围环境决定的，其中 它们的出现(Dinmoor，1985；Sidman&Stoddard，1968)。汇聚证据 从本调查员和其他人进行的各种研究中 这表明，造成两国之间业绩差异的一个关键因素 智障儿童和非智障儿童对 关系信息(例如，索拉奇、德克纳、鲍迈斯特、)。一位少校 拟议研究的目标是提供与以下方面相关的证据 发展关系学习的理论模型。在建议的 在研究中，强调了视觉结构的作用 数组有助于检测相关的刺激关系。刺激 当组织变量与刺激因素相关时，也会对其进行检查 检测和鉴别响应。拟议中的研究存在分歧 分成两个部分：奇怪和刺激组织。