Children's
Conservation and Relational Learning in a Redundant-Oddity Task.
T. Sugimura |
Based
on the performance on the number-conservation task, kindergarten
children were divided into conservers and nonconservers. Whey were
given a redundant-oddity task with six identical stimuli, which could
be solved by relational and absolute responding, and then given a
probe task with two or six identical stimuli to assess which response
had been learned. Under the 6 (oddity)-6 (probe) condition, 100%
of the conservers and 95% of the nonconservers responded relationally,
whereas under the 6 (oddity) 2 (probe) condition, 100 % of the conservers
and 65 % of the nonconservers responded relationally. The findings
suggest that the relational responses learned by the conservers are
more conceptual and less subject to perceptual changes in stimuli
than those by the nonconservers.
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