Role of contextual cues in determining transfer of oddity rule in children.

S. Maruno

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


60 kindergarten and 60 first grade children were trained on an oddity problem with perceptual (P) or conceptual (C) attribute for a fixed number of trials (30). After mastering the training problem, the subjects were randomly assigned to either an intradimensional (CC or PP group) or an extradimensional (CP or PC group) oddity shift. The transfer performance showed CC greater than PC greater than PP = CP group. These differences were attributed to the pattern hypotheses sampled at the start of transfer. Subjects who had acquired a conceptual oddity rule in the training had a strong tendency to sample hypotheses by the prior rule, but subjects under conditions where a perceptual-oddity rule was relevant tended to make a shift to a cue from new (conceptual oddity) rule. The older children yielded more of such a sampling mode than the younger children did, and the former were easily able to abandon a disconfirmed rule and sample hypotheses from the relevant rule domain.

Original languageEnglish
Pages (from-to)775-781
Number of pages7
JournalPerceptual and motor skills
Issue number3 Pt 1
Publication statusPublished - Jun 1979
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Sensory Systems


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