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

Cognitive Development

Volumn 18, Issue 1, 2003, Pages 1-23

  Chalmers, Kerry A ^a   Halford, Graeme S ^b  

^a UNIVERSITY OF NEWCASTLE   (Australia)

^b UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Complexity; Oddity; Strategies

Indexed keywords

EID: 0037266608     PISSN: 08852014     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2014(02)00140-5     Document Type: Article

References (41)

1. Andrews, G., & Halford, G. S. (1998). Children's ability to make transitive inferences: The importance of premise integration and structural complexity. Cognitive Development, 13, 479-513.
2. Andrews, G.,& Halford, G. S. (2002). Acomplexity metric applied to cognitive development. Cognitive Psychology, 45, 153-219.
3. Bernstein, I. S. (1961). The utilization of visual cues in dimension-abstracted oddity by primates. Journal of Comparative and Physiological Psychology, 54(3), 243-247.
4. Birney, D. P., & Halford, G. S. (2002). Cognitive complexity of suppositional reasoning: An application of the relational complexity metric to the knight-knave task. Thinking and Reasoning, 8(2), 109-134.
5. Bitterman, M. E. (1965). Evolution of intelligence. Scientific American, 212, 92-100.
6. Boag, C. C., Neal, A., Halford, G. S., & Goodwin, G. P. (2000). Comparing measures of cognitive complexity: Cognitive psychology applied to air traffic control. Poster presented at the XVI British Psychological Society Cognitive Science Section Conference, The University of Essex, Essex, England.
7. Boag, C. C., Hartel, C. E. J., & Halford, G. S. (in press). An integrated model of situation awareness and decision making in air traffic control to explain performance errors. Paper presented at the European Association for Aviation Psychology Conference, Crieff, Scotland.
8. Brown, A. L. (1970). Subject and experimental variables in the oddity learning of normal and retarded children. American Journal of Mental Deficiency, 75, 142-151.
9. Bryant, P. E., & Trabasso, T. (1971). Transitive inferences and memory in young children. Nature, 232, 456-458.
10. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
11. Chalmers, K. A., & Halford, G. S. (2001). Learning-set training of simple oddity: Effects of verbal instruction on young children's performance. http://www.newcastle.edu.au/school/behavsci/staff/chalmers_k2.html
12. Croll,W. L. (1970). Response strategies in the oddity discrimination of preschool children. Journal of Experimental Child Psychology, 9, 187-192.
13. Davis, H. L., & Pratt, C. (1995). The development of children's theory of mind: The working memory explanation. Australian Journal of Psychology, 47(1), 25-31.
14. Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483-527.
15. Gollin, E. S., & Schadler, M. (1972). Relational learning and transfer by young children. Journal of Experimental Child Psychology, 14, 219-232.
16. Halford, G. S. (1989). Cognitive processing capacity and learning ability: An integration of two areas. Learning and Individual Differences, 1(1), 125-153.
17. Halford, G. S. (1993). Children's understanding: The development of mental models. Hillsdale, NJ: Erlbaum.
18. Halford, G. S. (2002). Information processing models of cognitive development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 555-574). Oxford, UK: Blackwell.
19. Halford, G. S., Andrews, G., & Bowden, D. (1998c, July 1-4). Complexity as a factor in children's theory of mind. Paper presented at the poster session of the XVth Biennial Conference of the International Society for the Study of Behavioral Development, Berne, Switzerland. ERIC document Accession number ED 421 673.
20. Halford, G. S., Andrews, G., Dalton, C., Boag, C., & Zielinski, T. (2002a). Young children's performance on the balance scale: The influence of relational complexity. Journal of Experimental Child Psychology, 81, 383-416.
21. Halford, G. S., Andrews, G., & Jensen, I. (2002b). Integration of category induction and hierarchical classification: One paradigm at two levels of complexity. Journal of Cognition and Development, 3(2), 143-177.
22. Halford, G. S., Bain, J. D., Maybery, M. T., & Andrews, G. (1998d). Induction of relational schemas: Common processes in reasoning and complex learning. Cognitive Psychology, 35, 201-245.
23. Halford, G. S., & Wilson,W. H. (1980). Acategory theory approach to cognitive development. Cognitive Psychology, 12, 356-411.
24. Halford, G. S., Wilson, W. H., & Phillips, S. (1998a). Processing capacity defined by relational complexity: Implications for comparative, developmental, and cognitive psychology. Behavioral and Brain Sciences, 21(6), 803-831.
25. Halford, G. S., Wilson, W. H., & Phillips, S. (1998b). Relational processing in higher cognition: Implications for analogy, capacity and cognitive development. In K. Holyoak, D. Gentner, & B. Kokinov (Eds.), Advances in analogy research: Integration of theory and data from the cognitive, computational, and neural sciences (pp. 57-73). Sofia: New Bulgarian University.
26. Harlow, H. F. (1949). The formation of learning-sets. Psychological Review, 56, 51-65.
27. Kallio, K. D. (1988). Developmental differences in the comprehension of simple and compound comparative relations. Child Development, 59, 397-410.
28. Krekling, S., Tellevik, J. M., & Nordvik, H. (1989). Tactual learning and cross-modal transfer of an oddity problem in young children. Journal of Experimental Child Psychology, 47, 88-96.
29. Lubker,B. J., & Small, M.Y. (1969). Children's performance on dimension-abstracted oddity problems. Developmental Psychology, 1(1), 35-39.
30. Lubker, B. J., & Spiker, C. C. (1966). The effects of irrelevant stimulus dimensions on children's oddity-problem learning. Journal of Experimental Child Psychology, 3, 207-215.
31. Maybery, M. T., Bain, J. D., & Halford, G. S. (1986). Information processing demands of transitive inference. Journal of Experimental Psychology: Learning, Memory and Cognition, 12(4), 600-613.
32. Pears, R., & Bryant, P. E. (1990). Transitive inferences by young children about spatial position. British Journal of Psychology, 81, 497-510.
33. Reese, H. W. (1965). Discrimination learning set and perceptual set in young children. Child Development, 36, 153-161.
34. Rudy, J. W. (1991). Elemental and configural associations, the hippocampus and development, the hippocampus and development. Developmental Psychobiology, 24(4), 221-236.
35. Rudy, J. W., Keith, J. R., & Georgen, K. (1993). The effect of age on children's learning of problems that require a configural association solution. Developmental Psychobiology, 26, 171-184.
36. Saravo, A., & Gollin, E. S. (1969). Oddity learning and learning-sets in children. Journal of Experimental Child Psychology, 7, 541-552.
37. Siegler, R. S. (1981). Developmental sequences within and between concepts. Monographs of the Society for Research in Child Development, 46, 1-84.
38. Siegler, R. S., & Chen, Z. (1998). Developmental differences in rule learning: A microgenetic analysis. Cognitive Psychology, 36(3), 273-310.
39. Smith, L. (1989a). A model of perceptual classification in children and adults. Psychological Review, 96, 125-144.
40. Smith, L. (1989b). From global similarities to kinds of similarities: The construction of dimensions in development. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 146-178). Cambridge, MA: Cambridge University Press.
41. Sugimura, T. (1983). Oddity and discrimination learning after pretraining on a nonrepeated oddity task. Perceptual and Motor Skills, 56, 27-30.