The Effects of Given Versus Self-Derived Rules on Children's Performance of a Complex Discrimination Task
Date of Award
Master of Arts
Dr. Alan D. Poling
Dr. Norman Peterson
Dr. Fred Gault
Masters Thesis-Open Access
Two groups of preschool children were studied in a discretetrial concept formation task involving identification of stimulus cards which shared a common feature (e.g., picture a color, or a facial expression). During training, one group (rule-given) was given a verbal description which delineated the aspect of the stimulus card that should control responding. The second (self-derived rule) group was exposed to the same cards, without a rule (verbal description) being given. Members of each group were reinforced for correct responses (i.e., identifying which of two pictures had the relevant stimulus property), and accuracy of description was recorded for each trial. After training with several different concepts, both groups were tested in a situation where no rule was given. It was found that students from the self-derived rule group performed better in this situation than those from the rule-governed group.
Roy, Susan F., "The Effects of Given Versus Self-Derived Rules on Children's Performance of a Complex Discrimination Task" (1984). Masters Theses. 1552.