Abstract
Four groups of third grade children were presented with two consecutive two-choice discrimination problems or two double-stimulus oddity problems. One half of the children received these training problems in the visual modality, while the remainder experienced the problems by active touch. All children were then presented with two double-stimulus oddity problems in the alternate modality. During original learning, the tactual oddity task was more difficult than both the visual oddity problem and the tactual discrimination problem. All oddity trained groups learned the crossmodal oddity task at a rate superior to the children given discrimination training; thus, it was concluded that crossmodal transfer of the oddity concept did occur.
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The research reported herein was partially supported by Public Health Service Grant 1-R03-MH20332-o1 and in part by funds from the Franklin and Marshall Committee on Grants. The author Wishes to thank Willard Funk, Principal of Wharton and Ross Elementary Schools, and his staff for their cooperation in the conduct of this investigation. Special recognition is extended to Sherri Stamm for her assistance in data collection.
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Tyrrell, D.J. Crossmodal transfer of conceptual responding in children. Bull. Psychon. Soc. 4, 269–271 (1974). https://doi.org/10.3758/BF03336722
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DOI: https://doi.org/10.3758/BF03336722