ADAPTIVE ATTENDING BEHAVIOR--MENTALLY RETARDED CHILDREN

众所周知，文学硕士学位较低的儿童--两者都是 弱智儿童和非弱智儿童 掌握复杂的关系任务，如奇数和匹配， sample. 本提案详细介绍了一系列研究， 来证明我们所说的适应性 注意行为。 在关系学习的背景下， 注意力是适应性的，当它有助于学习相关的 刺激复合体，而不仅仅是一个 离散刺激尺寸、配置或位置。 范式 包括奇数，匹配样本，跨度 恐惧和刺激持续时间。 刺激操纵 熟悉作为促进关系学习的一种手段， 每项研究的组成部分。 目前的研究 研究人员提供了理论上的证据， 基于感知的操作在 诱导年轻人快速辨别学习， 发育迟缓的儿童，他们的时间顺序相似， 年龄和智力功能的儿童谁将 参加拟议的一系列研究

It has been well established that children with low MAs--both retarded children and young nonretarded children--have difficulty mastering complex relational tasks such as oddity and match to sample. The present proposal details a series of studies designed to demonstrate the facilitation of what we refer to as adaptive attending behavior. In the context of relational learning, attention is adaptive when if facilitates the learning of a relevant stimulus complex rather than merely the discrimination of a discrete stimulus dimension, configuration or position. Paradigms to be utilized include oddity, match to sample, span of apprehension, and stimulus duration. Manipulations of stimulus familiarity as a means of facilitating relational learning are a component of each study. Previous research by the present investigators has provided evidence of the theoretical and practical significance of perceptually based manipulations in inducing rapid discrimination learning with young, developmentally delayed children who are similar in chronological age and intellectual functioning to the children who will participate in the proposed series of studies