Concept learning by retarded children: a comparison of three discrimination learning procedures.

Abstract

The effectiveness of stimulus delay and stimulus fading procedures was compared with differential reinforcement only in training developmentally delayed children on a concept learning task. Twenty-four children were randomly assigned to one of the three treatment conditions. All three experimental conditions contained five discrimination programmes, each designed to teach the child to discriminate one pair of exemplars from the target concepts bottle and jar. Following successful completion of one training programme, a concept acquisition probe was administered to determine whether the target concepts had been engendered. Alternate presentations of successively different training programmes and concept acquisition probes were continued until the subject passed the probe, failed to complete a training programme, or completed all five training programmes. Five 'stimulus fading' subjects, three 'stimulus delay' subjects, and four 'reinforcement only' subjects learned the concepts. All children who learned to discriminate one pair of exemplars displayed conceptual behaviour after training on two or fewer pairs of exemplars. It was suggested that the absence of pronounced differences between conditions may have been due to the complexity of the task or the type of prompts employed.