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  • Young children’s understanding of oddity: reducing complexity by simple oddity and “most different” strategies

    Author(s)
    Chalmers, Kerry A
    Halford, Graeme S
    Griffith University Author(s)
    Halford, Graeme S.
    Year published
    2003
    Metadata
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    Abstract
    Children aged between 3 and 7 years were taught simple and dimension-abstracted oddity discrimination using learning-set training techniques, in which isomorphic problems with varying content were presented with verbal explanation and feedback. Following the training phase, simple oddity (SO), dimension-abstracted oddity with one or two irrelevant dimensions, and non-oddity (NO) tasks were presented (without feedback) to determine the basis of solution. Although dimension-abstracted oddity requires discrimination based on a stimulus that is different from the others, which are all the same as each other on the relevant ...
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    Children aged between 3 and 7 years were taught simple and dimension-abstracted oddity discrimination using learning-set training techniques, in which isomorphic problems with varying content were presented with verbal explanation and feedback. Following the training phase, simple oddity (SO), dimension-abstracted oddity with one or two irrelevant dimensions, and non-oddity (NO) tasks were presented (without feedback) to determine the basis of solution. Although dimension-abstracted oddity requires discrimination based on a stimulus that is different from the others, which are all the same as each other on the relevant dimension, this was not the major strategy. The data were more consistent with use of a simple oddity strategy by 3- to 4-year-olds, and a "most different" strategy by 6- to 7-year-olds. These strategies are interpreted as reducing task complexity.
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    Journal Title
    Cognitive Development
    Volume
    18
    DOI
    https://doi.org/10.1016/S0885-2014(02)00140-5
    Subject
    Cognitive Sciences not elsewhere classified
    Artificial Intelligence and Image Processing
    Psychology
    Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/29117
    Collection
    • Journal articles

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