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AN INVESTIGATION OF THE ROLE OF MATCHING AND MISMATCHING FRAMEWORKS UPON THE DISCRIMINATION OF DIFFERENTLY ORIENTATED LINE STIMULI IN YOUNG CHILDREN
Author(s) -
Fellows Brian J.,
Brooks Brenda
Publication year - 1973
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1973.tb01196.x
Subject(s) - psychology , matching (statistics) , perception , task (project management) , oblique case , line (geometry) , nothing , developmental psychology , sample (material) , square (algebra) , code (set theory) , discrimination learning , cognitive psychology , communication , neuroscience , computer science , statistics , mathematics , geometry , physics , linguistics , philosophy , management , epistemology , set (abstract data type) , economics , programming language , thermodynamics
SUMMARY In a delayed matching‐to‐sample experiment with 50 5‐yr old children it was found that the presence of square or diamond frameworks did not significantly effect the discriminability of horizontal and vertical lines, nor that of mirror‐imaged oblique lines, though performance on the former was significantly better than on the latter. These results indicate that young children do not, as Bryant (1969) proposed, spontaneously adopt a match‐mismatch perceptual code on this type, of task. It appears that the child's problem is to find some way of representing the sample stimuli in their absence. Whether the child uses a matching code, or a mediating response, or nothing, seems to depend mainly upon the way he is prepared for the task.