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Position Reversal vs. Dimension Reversal in Normal and Retarded Children
Norman A. Milgram and Hans G. Furth
Vol. 35, No. 3 (Sep., 1964), pp. 701-708
Stable URL: http://www.jstor.org/stable/1126495
Page Count: 8
You can always find the topics here!Topics: Child psychology, Verbalization, Children, Discrimination learning, Intelligence quotient, Psychological reinforcement, Analysis of variance, Error rates, Position errors
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Normal and educable retarded children at MA levels 6 and 9 were compared on a variety of reversal, nonreversal, and control shift conditions. Evidence for a hypothesis of mediational deficiency was found in significant age and IQ differences on dimension reversal, in the greater difficulty of nonreversal over reversal shift, and in the relation of retrospective verbalization about relevant cues with age and task variables. Reversal of position cues was less susceptible to mediational facilitation than reversal of dimension cues. Results were discussed in terms of verbal mediating responses and observing responses.
Child Development © 1964 Society for Research in Child Development