Abstract
The effectiveness of different training and transfer test conditions in promoting perceptual learning in impulsive kindergarten children was investigated. Interproblem variability was found to be more effective than intraproblem variability, and a differentiation training procedure was found to be more effective than a matching training procedure. The results provide guidelines for designing effective training methods for improving discrimination learning and problem solving in impulsive children.
| Original language | English |
|---|---|
| Pages (from-to) | 492-497 |
| Number of pages | 6 |
| Journal | Child Development |
| Volume | 47 |
| Issue number | 2 |
| State | Published - Jun 1976 |