Influence of feature training on the formation of exemplar-specific representations in children with mental retardation.
Whether exemplar-specific or prototype representations were primarily used by children with mild mental retardation in a categorization task consisting of two groups of make-believe animals whose features were ill-defined was examined. Categorization performance of familiar, prototypic, and novel test phase exemplars indicated that these children were able to acquire and use both types of representations. A feature-labeling training procedure, expected to promote the formation of exemplar-specific representations prior to exemplar classification, was also incorporated within the current study's design. It was unclear whether such training had any impact on the formation of exemplar-specific representations.
Rosenquist
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Department of Psychology, University of Alabama, Tuscaloosa 35487-0348, USA.
D001288:Attention; D002648:Child; D003210:Concept Formation; D003657:Decision Making; D004193:Discrimination Learning; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology; D008297:Male; D010364:Pattern Recognition, Visual