Department of Psychology Institute of Child Behavior and Development, University of Iowa, 52242, Iowa City, Iowa.
Mem Cognit. 1974 May;2(3):401-5. doi: 10.3758/BF03196895.
In a modified optional shift paradigm, shift and test tasks were administered concurrently to 120 second-grade children. Ss required, during shift learning, to verbalize the values of the previously relevant dimension showed an increase in reversal responding in the test task, whereas those required to verbalize the values of the previously irrelevant dimension showed an increase in nonreversal responding. The results are in good agreement with predictions made from an extension of Hull-Spence discrimination learning theory.
在改良的可选转换范式中，转换和测试任务同时被施测给 120 名二年级儿童。在转换学习期间，要求被试口头报告先前相关维度的值的儿童在测试任务中表现出反转反应的增加，而要求被试口头报告先前不相关维度的值的儿童则表现出非反转反应的增加。这些结果与从 Hull-Spence 辨别学习理论的扩展中做出的预测非常一致。
