ERIC Number: ED287238
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Oddity Learning in Developmentally Delayed Children: Facilitation by Means of a Stimulus Familiarity Intervention.
Bryant, Jeffrey T.; And Others
The study examined the effectiveness of enhancing perceptual differentiation in the training of four developmentally delayed preschool children who were so low-functioning that they did not demonstrate oddity responding (ability to choose one distinct stimulus from a group of identical stimuli). Instead of the Arabic numerals used in the original study, subjects were provided with a specific line drawing surrounded by eight other identical line drawings. Drawings were of common objects. Under these conditions the previously unsuccessful children demonstrated statistically significant increases in percentage of correct oddity responses immediately upon introduction of the arrays of familiar stimuli. Results suggest that enhancement of perceptual differentiation can facilitate relational learning of the type required by the oddity task. (Author/DB)
Descriptors: Cognitive Development, Concept Formation, Developmental Disabilities, Discrimination Learning, Perceptual Development, Preschool Education, Training Methods
George Peabody College, Vanderbilt University, Box 40, Nashville, TN 37203.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. John F. Kennedy Center for Research on Education and Human Development.
Note: Paper presented at the Biennial Meetings of the Society for Research and Development in Children (Baltimore, MD, April 23-26, 1987).