Overman W, Bachevalier J, Miller M, Moore K
Psychology Department, University of North Carolina at Wilmington 28403, USA.
J Exp Child Psychol. 1996 Jul;62(2):223-42. doi: 10.1006/jecp.1996.0029.
To investigate the ontogenesis of oddity learning, children (16 to 102 months of age) and adults were tested on two versions of the oddity task using non-verbal procedures originally developed for monkeys. On the standard, "one-part" or "simultaneous" oddity task (Experiment 1), young children (16 to 74 months of age) performed more poorly than older children (81-102 months of age) who were as proficient as adults. The delayed mastery of one-part oddity contrasts to mastery, at much younger ages (3 to 4 years of age) of a similar, but two-part task, delayed non-match to sample (DNMS) (Overman, 1990). In Experiment 2, those children from the first experiment who had difficulty in learning the one-part oddity task were tested on a two-part oddity task, and a subset of the subjects was retested on the one-part oddity task, and, finally, given verbal instructions for the one-part oddity task. The two-part oddity task was mastered significantly more rapidly than the previous one-part task; however, children's performance dropped significantly when tested on the one-part oddity task, and finally, children rapidly mastered the one-part oddity task when given verbal instructions. The data suggested that (a) children used different strategies to solve the different versions of the oddity task, (b) the solution for the two-part-task appeared earlier in life than the solution for the one-part task and did not involve the use of the concept of "oddity relations", and (c) in tasks in which stimuli are shown twice, behavior may come under control of the absolute properties of the exemplar stimulus via a simple "win-shift" pattern of behavior. In contrast, in tasks in which all stimuli are presented simultaneously, behavior may be controlled by stimulus relations, the analysis of which has a protracted ontogenetic development.
为了研究异常学习的个体发生过程，我们使用最初为猴子开发的非语言程序，对儿童（16至102个月大）和成年人进行了两个版本的异常任务测试。在标准的“单部分”或“同时性”异常任务（实验1）中，幼儿（16至74个月大）的表现比年龄较大的儿童（81 - 102个月大）差，而年龄较大的儿童与成年人表现相当。单部分异常任务的掌握延迟，这与在小得多的年龄（3至4岁）就能掌握类似但为两部分的任务——延迟非匹配样本任务（DNMS）形成对比（奥弗曼，1990）。在实验2中，对在第一个实验中学习单部分异常任务有困难的儿童进行了两部分异常任务测试，并且对一部分受试者重新进行了单部分异常任务测试，最后，给他们提供了单部分异常任务的语言指导。两部分异常任务的掌握速度明显比之前的单部分任务快；然而，当在单部分异常任务上进行测试时，儿童的表现显著下降，最后，当给予语言指导时，儿童迅速掌握了单部分异常任务。数据表明：（a）儿童使用不同策略来解决不同版本的异常任务；（b）两部分任务的解决方法在生命早期出现，早于单部分任务的解决方法，并且不涉及“异常关系”概念的使用；（c）在刺激展示两次的任务中，行为可能通过简单的“赢 - 转换”行为模式受示例刺激的绝对属性控制。相比之下，在所有刺激同时呈现的任务中，行为可能受刺激关系控制，对刺激关系的分析具有漫长的个体发生发展过程。
