Abstract
A previously developed paradigm which incorporates a correlational methodology into an experimental context was used in the present study to specify more definitely the attribute(s) underlying verbal discrimination learning under normal conditions. In the case of fifth- and sixth-grade children, it was found that frequency theory is sufficient to account for performance on the task. However, older subjects were less homogeneously reliant on the frequency attribute. While many older subjects appeared to utilize frequency cues, others adopted strategies that resulted in the utilization of attributes other than frequency.
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This research was funded by the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the National Institute of Education (Center No. NE-C-00-3-0065). The opinions herein do not necessarily reflect the position or policy of the National Institute of Education.
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Ghatala, E.S., Levin, J.R. & Wilson, K.P. Additional evidence from a paradigm for inferring discriminative processes in children and adults. Memory & Cognition 5, 46–52 (1977). https://doi.org/10.3758/BF03209191
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DOI: https://doi.org/10.3758/BF03209191