CONCEPT LEARNING IN HYPERACTIVE AND NORMAL CHILDREN

被引：95

作者：

FREIBERGS, V

DOUGLAS, VI

机构：

[1] U. Montreal, Inst. of Psychology, Que.

来源：

JOURNAL OF ABNORMAL PSYCHOLOGY | 1969年 / 74卷 / 03期

关键词：

concept learning; hyperactive vs. normal children;

D O I：

10.1037/h0027601

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Compared concept learning in 65 hyperactive and 99 normal children under 3 experimental conditions for 2 types of concepts. Both acquisition and reversal data were obtained. Contrary to current assumptions, the hyperactives showed no decrements on number, as compared to naturalistic concepts. Comparison of the clinical and normal samples showed no significant group differences under a continuous reinforcement schedule, with either a 4-sec or an 8-sec intertrial interval. Significant decrements in the hyperactives' performance were found under partial reinforcement, and persisted on retest sessions occurring 2 mo. later. These results suggest an explanation of the hyperactives' performance decrements in terms of attentional and motivational variables, rather than attributing them to cognitive-conceptual impairments. (22 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.

引用

页码：388 / +

页数：1

共 22 条

[1] FRUSTRATIVE NONREWARD IN PARTIAL-REINFORCEMENT AND DISCRIMINATION-LEARNING - SOME RECENT HISTORY AND A THEORETICAL EXTENSION [J].