Stimulus Mode and Concept Formation in Preschool Children
Document Type
Article
Publication Date
3-1979
Keywords
Cognitive Generalization, Concept Formation, Pictorial Stimuli, Stimulus Presentation Methods, Transfer (Learning)
Digital Object Identifier (DOI)
https://doi.org/10.1037/0012-1649.15.2.218
Abstract
Examined effects of stimulus mode (objects vs pictures) on the acquisition, generalization, and transfer of novel concepts. 65 preschoolers were taught animal- and machine-like concepts and then given generalization and recognition tests. On these tests, item mode was either consistent or inconsistent with training mode (object–object, object–picture, picture–object, picture–picture). Neither training nor recognition was affected by stimulus mode. On generalization, however, modality interacted with training mode and level of elaboration. At low elaboration levels, generalization was less for objects than for pictures and was depressed by object training.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Developmental Psychology, v. 15, issue 2, p. 218-220
Scholar Commons Citation
Becker, Judith A.; Rosner, S. R.; and Nelson, K., "Stimulus Mode and Concept Formation in Preschool Children" (1979). Psychology Faculty Publications. 1201.
https://digitalcommons.usf.edu/psy_facpub/1201
