INDUCTION OF RELATIONAL LEARNING IN MR CHILDREN

刺激属性，如相似-不相似和 新颖性-熟悉性是内在的关系，并嵌入到大多数 刺激背景。目前调查的具体目的是 分析和增强刺激阵列的相关特性 以促进任务的执行，如古怪和 与样本匹配。智障儿童和非智障儿童都是 尤其容易在这些关系任务上失败(Greenfield，1985； 索拉奇、德克纳、海恩莱恩、鲍迈斯特、村田-索拉奇和布兰顿，1987)。 来自各种研究的综合证据表明，一个关键因素 智障儿童和非智障儿童之间的成绩差异是 对关系信息的差异敏感度(例如，Soraci， Deckner和Baumeister，1989)。在拟议的研究中，重点放在 关于促进检测相关刺激关系作为一种 “前端”(Brown，Collins，&Dguid，1989)干预策略。这个 建议的研究分为四个部分：一、古怪，二、归纳 其他关系概念，III.学会排除和学习 排除性；以及IV.刺激等值。

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.