ERIC Number: ED165889
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
Dimensional Salience and Developmental Effects Upon the Learning of Rules.
Katsuyama, Ronald M.; Hoffarth, Gary D.
This study had two major purposes: to examine the effects of dimensional salience upon the learning of conjunction and disjunction rules, and to investigate an alternative to the prevailing cognitive-change accounts of developmental differences in multidimensional problem solving. The relative salience of each of four stimulus dimensions (form, color, number and position of items on cards) was assessed among 32 kindergarten, second-, and fourth-grade children. Approximately two weeks later, conjunctive or disjunctive complete rule learning problems were administered utilizing each subject's two most-salient dimensions (A and B) or each subject's most- and least-salient dimensions (A and D, respectively). As expected, conjunctive problem solving was superior to disjunctive problem solving, and developmental differences tended to be larger on the latter tasks. Problem solving on tasks with A and B relevant to solution was superior to performance on corresponding problems with A and D relevant to solution. Although developmental differences were obtained on problems with A and D relevant, no such differences were obtained with A and B relevant. The implications of these findings for a perceptual-change model of development were discussed. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Filmed from best available copy; Paper presented at the Biennial Southeastern Conference on Human Development (5th, Atlanta, Georgia, April 27-29, 1978)