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Abstract

72 preschoolers in the 3 conditions were given a 2-choice, 1-dimensional training task in one of 2 sensory modalities, vision or audition, and in one of 2 structural properties: interruptedness or intensity, e.g., flashing (+) vs ongoing (—) light. There followed a 2-dimensional transfer task with 2 new stimulus dimensions varying simultaneously and independently, one in the same sensory modality as the training dimension but with a different structural property, e.g., bright vs dim light; and the other with the same structural property but in a different sensory modality, e.g., pulsed vs continuous tone. The dimension in the same modality was relevant in a modal condition while the dimension with the same structural property was relevant in a transmodal condition. Significant interference resulted when the structural property reinforced in training was incorrect in transfer. No significant facilitation resulted from holding the same modality relevant or keeping the same structural property correct from training to transfer as compared with a control condition where both modality and structural property were changed.

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Sensory Modality and Transmodal Stimulus Properties in Children's Discrimination Learning and Transfer

Abstract

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