Maruno S
Percept Mot Skills. 1979 Jun;48(3 Pt 1):775-81. doi: 10.2466/pms.1979.48.3.775.
60 kindergarten and 60 first grade children were trained on an oddity problem with perceptual (P) or conceptual (C) attribute for a fixed number of trials (30). After mastering the training problem, the subjects were randomly assigned to either an intradimensional (CC or PP group) or an extradimensional (CP or PC group) oddity shift. The transfer performance showed CC greater than PC greater than PP = CP group. These differences were attributed to the pattern hypotheses sampled at the start of transfer. Subjects who had acquired a conceptual oddity rule in the training had a strong tendency to sample hypotheses by the prior rule, but subjects under conditions where a perceptual-oddity rule was relevant tended to make a shift to a cue from new (conceptual oddity) rule. The older children yielded more of such a sampling mode than the younger children did, and the former were easily able to abandon a disconfirmed rule and sample hypotheses from the relevant rule domain.
60名幼儿园儿童和60名一年级儿童接受了关于具有感知（P）或概念（C）属性的奇异性问题的训练，训练次数固定为30次。在掌握了训练问题后，受试者被随机分配到维度内（CC或PP组）或维度间（CP或PC组）奇异性转换任务中。迁移表现显示CC组大于PC组大于PP组 = CP组。这些差异归因于迁移开始时所采用的模式假设。在训练中获得概念性奇异性规则的受试者强烈倾向于按照先前的规则来采用假设，但在感知奇异性规则相关的条件下，受试者倾向于转向新的（概念性奇异性）规则的线索。年龄较大的儿童比年龄较小的儿童产生更多这样的采样模式，并且前者能够轻易地放弃已被否定的规则，并从相关规则领域中采用假设。
