Effects of Correction and Non-Correction Training Procedures on ‘Easy’ and ‘Hard’ Discrimination Learning in Children

Abstract

The effects of correction and non-correction training procedures on 4- and 5-yr -old children's two-choice simultaneous visual discrimination learning were examined when either ‘easy’ or ‘hard’ tasks were presented. Forty children served as Ss. The results indicated that performance on the more difficult problem was facilitated by the use of a correction procedure. On the other hand, there was very little difference between the group trained with the correction procedure and that trained with the non-correction procedure on the ‘easy’ task.