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Item Summary

Title: Continuous complex learning of pre-school children
Authors: Brewer, Barbara Anne
Keywords: Learning, Psychology of
Cognition in children
Issue Date: 1969
Publisher: [Honolulu]
Abstract: Instrumental conditioning studies with children have largely been restricted to simple responses. A complete learning theory requires that complex cognitive behaviors be analyzed and their acquisition demonstrated in controlled conditions. A longitudinal, experimental study was conducted with eleven preschool children to examine the children's learning of cognitive skills, in particular, the beginning skills of reading, number and writing. Based on an S-R analysis of the materials, the training. was conducted daily for an entire school year. Instrumental conditioning methods were used in the individual training of the children. A child training apparatus and a token reinforcer system both designed by Staats were used throughout the study. The reinforcer system successfully maintained the children's work behaviors throughout the year. The efficacy of training procedures previously developed by Staats was confirmed. Most of the children learned to read the upper and lower ease alphabets, to count and to read numerals and to write the alphabet. In addition, four children were trained in a reading concept formation task with regularly spelled words and syllables. Five children were used in an investigation of learning addition through reading procedures. A marked learning-to-learn effect was apparent in most of the tasks. It is possible to isolate the early skills essential for the learning of such cognitive skills as reading and number and to train average four year old children in these skills when their attention and work behavi0rs are maintained by adequate reinforcement. The S-R analysis of complex learning skills facilitates the design and refining of instructional procedures.
Description: Typescript.
Thesis (Ph. D.)--University of Hawaii, 1969.
Bibliography: leaves [105]-109.
iii, 109 l illus., graphs, tables
URI: http://hdl.handle.net/10125/11553
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Educational Psychology



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