ERIC Number: ED061559
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
A Developmental Investigation of Oddity Concept Formation in Children.
Vaughter, R. M.
Two studies are reported in which the relative difficulty of the utilization of two response strategies, matching and oddity, was assessed. Subjects for the first study were children ages 5-7, 8-10, and 11-13 years; in the second study, college adults were tested. Generally, subjects took more trials to learn matching problems than oddity problems. For the younger Ss: (1) oddity problem solving improved with age; and (2) matching problem solving in girls, but not in boys, improved with age. In the adult Ss, no sex differences in respect to problem type were observed. A model of matching and oddity problem-solving is presented which proposes: (1) that problem-solving involves the utilization of appropriate response strategies; (2) that a hierarchy of response strategies develops and the dominance of the hierarchy remains fairly constant across ages once established; (3) consistent matching responding involves suppression of the domanant oddity strategy; and (4) the mediation of inhibitory responses of more dominant responses takes time. The implications of the results for educational practices are discussed. (Author/TL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Northern Illinois Univ., De Kalb.