Effect of S-R Discontiguity and Double Responding on Two-Odd Oddity Learning by Retardates

Abstract

36 institutionalized children whose MA scores were at least 3 yr. below their CAs were divided into three matched groups of 12 subjects each and presented with a two-odd oddity discrimination. In two groups (S … R and Double-response), a 6-in. spatial gap was imposed between the oddity stimuli and the site response. Group Double-response differed from Group S … R only in requiring a double response, i.e., touching a chosen S before making R, In a third group (S + R), no spatial discontiguity between S and R existed; subjects responded directly to the oddity stimulus and not to the remote response block. In contrast to earlier studies there was little effect of discontiguity or of double responding on performance. Most subjects learned the oddity discrimination regardless of their experimental condition and in this regard were unlike retardates of other studies. Several possible explanations are offered.