title: Ecological validity of laboratory-type discrimination-learning tasks.
abstract: Brooks and Baumeister (1977a, 1977b) have questioned the ecological validity of laboratory-type research on discrimination learning, memory, and other cognitive processes. Their criticisms were rebutted by House (1977). The present report established the relationship among learning and retention of two-choice discrimination tasks, "real-life" adaptive behavior in an institution, and IQ. These measures were substantially interrelated, and we concluded that laboratory-type discrimination-learning tasks have ecological validity.
mesh_terms: D004193:Discrimination Learning; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007360:Intelligence; D012153:Retention, Psychology; D012917:Social Adjustment; D012931:Social Environment