Young children's understanding of oddity: reducing complexity by simple oddity and 'most different' strategies

Title: Young children's understanding of oddity: reducing complexity by simple oddity and 'most different' strategies
Creator: Chalmers, Kerry A.; Halford, Graeme S.
Relation: Cognitive Development Vol. 18, Issue 1, p. 1-23
Publisher Link: http://dx.doi.org/10.1016/S0885-2014(02)00140-5
Publisher: Elsevier Science In.
Resource Type: journal article
Date: 2003
Description: 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.
Subject: oddity; complexity; strategies
Identifier: http://hdl.handle.net/1959.13/27242
Identifier: uon:1497
Identifier: ISSN:0885-2014
Language: eng
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