Abstract
Sixty-three moderately retarded adolescents of similar chronological and mental ages participated in an experiment designed to assess the influence of dimensional dominance and preference on two concept learning tasks. After dominance assessment, subjects were randomly assigned to either a preferred or nonpreferred condition and received both an optional shift and concept assessment test. The results indicated a significant difference between color- and form-dominant learners and between subjects assigned to preferred and nonpreferred dimensions. No difference was observed on the concept assessment measure. A significantly greater number of subjects solved the optional shift task intradimensionally. Intradimensional shifts were also learned faster than extradimensional shifts. The data were interpreted in terms of developmental and mediation hypotheses and viewed as consistent with Zeaman and House’s chaining prediction.
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Reference Notes
Klausmeier, H., Ingison, L., Sipple, T., & Katzenmeyer, C. Development of conceptual learning and development assessment series I: Equilateral triangle (Working Paper 119). Unpublished manuscript, Wisconsin Research and Development Center for Cognitive Learning, 1973.
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The authors gratefully acknowledge the helpful support of the students and staff of the Wood Lane School, Bowling Green, Ohio, and the Blanchard Valley Center, Findlay, Ohio, for their thoughtfulness and cooperation. The authors wish to thank Janet Sulick and Sue Benedict for their assistance in the conduct of this study. Appreciation is also extended to Ralph St. John for statistical consultation.
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Gargiulo, R.M., Uno, T., Sears, J.D. et al. The effect of dimensional preference on optional shift behavior and concept attainment of retarded adolescents. Bull. Psychon. Soc. 14, 219–222 (1979). https://doi.org/10.3758/BF03329449
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DOI: https://doi.org/10.3758/BF03329449