INDUCTION OF RELATIONAL LEARNING IN MR CHILDREN

刺激属性，如相似性-相异性和 新奇-熟悉是内在的关系，并嵌入在大多数 刺激情境本次调查的具体目的是 分析和增强刺激阵列的相关特性， 为了便于执行任务，如古怪和 样本匹配智力迟钝和非智力迟钝的儿童都是 特别容易在这些关系任务上失败（格林菲尔德，1985; Soraci，Deckner，Haenlein，Baumeister，Murata-Soraci，& Blanton，1987）。 来自各种研究的证据表明， 弱智儿童和非弱智儿童之间的表现差异 对关系信息的不同敏感度（例如，索拉奇， Deckner，& Baumeister，1989）。在拟议的研究中， 促进相关刺激关系的检测， "前端"（Brown，柯林斯，& Deguid，1989）干预策略。的 建议的研究分为四个部分：一。《怪奇二》感应 其他相关概念，三。学会学习和通过学习 排除;和四。刺激等效性。

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.