Greenfield D B
Am J Ment Defic. 1985 Nov;90(3):342-8.
The relationship between novelty-familiarity learning and oddity-matching learning by developmentally young (MA 3 to 6 years) mentally retarded children was investigated. Delayed oddity-matching was shown to be easier to learn than simultaneous oddity-matching. This difference was attributed to the influence of the novelty-familiarity dimension. In a transfer task simultaneous problem performance was higher for subjects initially trained on delayed problems than for subjects initially trained on the identical simultaneous task. Results showed that learning one type of relational problem increases attentional sensitivity to other types of relations, suggesting an efficient training strategy. Finally, data were presented to support the argument that novelty-familiarity and oddity-matching are not simply variants of a common underlying mechanism but differ in an important respect.
研究了发育早期（3至6岁）智力迟钝儿童的新奇-熟悉学习与奇特性匹配学习之间的关系。结果表明，延迟奇特性匹配比同时奇特性匹配更容易学习。这种差异归因于新奇-熟悉维度的影响。在一项迁移任务中，最初接受延迟问题训练的受试者在同时性问题上的表现高于最初接受相同同时性任务训练的受试者。结果表明，学习一种类型的关系问题会提高对其他类型关系的注意力敏感性，这表明了一种有效的训练策略。最后，给出的数据支持了这样一种观点，即新奇-熟悉和奇特性匹配并非简单的共同潜在机制的变体，而是在一个重要方面存在差异。
