Development

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By Lewis P. & Spiker, Charles C. Lipsitt

This quantity, one in a sequence, offers with the constitution of developmental idea, recursive structures, kid's iconic realism, the function of cognition in realizing gender results, the advance of processing pace in formative years and youth and extra.

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These results are not readily interpretable because of the difficulty of the tasks used. The seeing-and-discriminating group was probably a modified relevant S group, since the instructions presumably resulted in the elicitation of verbal descriptions of the stimulus size differences. The poorer performance in this group compared with that of the relevant group at the end of training could be due to the relative ineffectiveness of the subject-supplied labels. On the other hand, it could be argued that there was differential learningto-learn in these groups, or that there was more consistent use of observing responses in the relevant group.

J. ” These “identifying responses,” which result in decreased stimulus generalization, seem to be essentially the same as “observing responses,” and their possible role in the stimulus pretraining paradigms will be discussed in Section 111, B, 1. 2. Increased Generalization Miller and Dollard (1941) also assume that generalization can be increased as a result of stimulus pretraining. The hypothesis of acquired equivalence of cues is stated by Miller (1948, p. 174) : . . if the individual learns to respond to two quite different situations with the same verbal response, the stimuli produced by this response will be a common element mediating an increased amount of generalization from one situation to the other.

A. ROLE OF VERBAL CUES . . . : . . . . B. ROLE OF OBSERVING RESPONSES. . . . . C. VERBAL RESPONSE SIMILARITY, AMOUNT OF PRETRAINING, AND THEIR INTERACTION . . . . . . IV. CONTROL CONDITIONS . . . V. STIMULUS PRETRAINING STUDIES WITH A. P A R A D I G M I A . . . . B. PARADIGMS 1A AND 3A COMBINED C. PARADIGMS 1A AND 2A COMBINED D. PARADIGM 2B OR 2D . . VI. CONCLUDING COMMENTS. REFERENCES . . . . . . . . . . . . . . . . . . . . . . 20 22 22 28 30 33 .

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