The effect of dimensional preference on optional shift behavior and concept attainment of retarded adolescents

Abstract

Sixty-three moderately retarded adolescents of similar chronological and mental ages participated in an experiment designed to assess the influence of dimensional dominance and preference on two concept learning tasks. After dominance assessment, subjects were randomly assigned to either a preferred or nonpreferred condition and received both an optional shift and concept assessment test. The results indicated a significant difference between color- and form-dominant learners and between subjects assigned to preferred and nonpreferred dimensions. No difference was observed on the concept assessment measure. A significantly greater number of subjects solved the optional shift task intradimensionally. Intradimensional shifts were also learned faster than extradimensional shifts. The data were interpreted in terms of developmental and mediation hypotheses and viewed as consistent with Zeaman and House’s chaining prediction.