Use of a relational focus strategy in oddity performance of EMR adolescents.
A series of 5-item oddity tasks was administered to 44 EMR adolescents to determine whether a consistent strategy was used to achieve problem solutions. Such a strategy requires establishing a relational hypothesis for two items in a set and retaining that hypothesis in memory while testing subsequent items against it. Evidence for use of a consistent strategy would be found in a particular pattern of response latencies and errors dependent upon the position of the odd stimulus in each 5-item set. Analysis of variance of the mean latency scores and errors for the five positions in which the odd item occurred suggested that a consistent strategy was being applied.
D000293:Adolescent; D001245:Association Learning; D002648:Child; D003210:Concept Formation; D004192:Discrimination, Psychological; D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D007360:Intelligence; D007858:Learning; D008570:Memory, Short-Term; D011930:Reaction Time