ERIC Number: ED024103
Record Type: RIE
Publication Date: 1968-May
Reference Count: 0
A Developmental Study of Sign-Differentiated and Non-Sign-Differentiated Conditional Discrimination Learning.
Grogg, Tommy M.
The ability to make relational discriminations, i.e., to solve problems by responding to the relationships between cues rather than to the absolute properties of individual cues, is examined. The laboratory analogy of this type of problem is referred to as a conditional discrimination problem. Mr. Grogg empirically demonstrates the difference between a sign-differentiated (SD) and a nonsign-differentiated (NSD) conditional discrimination problem, the former not necessarily requiring a relational rule for solution, but the latter necessarily involving true relational learning. By testing sixth graders, 10th graders and college sophomores, data is provided concerning the developing ability to solve such problems. The results indicated that at each grade level, the NSD problem was more difficult than the SD problem. Also revealed was a monotonic developmental trend in conditional problem-solving ability. The results were interpreted in terms of a hierachy of response tendencies, and a differential cognitive requirement. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.