Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

Examines second graders' and sixth graders' observational learning of complex problem solving strategies. (BD)

In this study, hypothesis probe techniques were used to provide trial-to-trial monitoring of second and third grade children's use of feedback. (SB)

Preoperational and concrete operational kindergarten children received stimulus differentiation training, either with or without feedback, and then a series of discrimination learning problems in which a blank trial probe was used to detect a child's hypothesis after each feedback trial. Piagetian stage theory requires elaboration to account…

Second and sixth grade children solved a series of four-and eight-dimensional discrimination learning problems dictating selection of hypotheses which could be monitored by means of blank trials. Differential effects of stimulus complexity upon the performance of the two age groups are discussed. (GO)

Proposes that component units of prediction hypotheses are acquired independently and at different rates by the young child. On the basis of a combination of learning-set and blank-trial evaluations of children's conceptions, finds that young children exhibit response patterns corresponding to hypotheses in most of their probes. (Author/CI)

Explores third and sixth grade children's acquisition and analogical transfer of the base of a relatively complex problem. One group at each grade level received two analogs of a scheduling problem; other groups received only one analog or a transfer task. After criterial performance, all children were transferred to an isomorphic analog and…

Second grade Ss and college students were tested under three conditions of the temporal relationship of feedback and stimulus information. (Editor)

In the course of two experiments, groups of kindergarten, second, fourth, sixth grade and college students received several discrimination problems to investigate hypothesis testing behavior. (Authors/MB)