Perceptual learning of a non-focal color discrimination between ages three and six.

A match-to-sample task and a preference-ranking procedure were used to provide predifferentiation experiences on a color discrimination of 3-, 4-, 5-, and 6-year-old children. Chronological age was the best predictor of task success. Six-year-olds averaged twice as many correct matches as 3-year-olds. Gender and predifferentiation experience were not significant as main effects or in interactions affecting test performance. There was no difference between scores of untrained and trained children. The predifferentiation experiences had no effect. The data suggest that the years between 3 and 6 may be an important period in the development of the perceptual abilities needed to discriminate among subtle differences in one hue. Boys' and girls' abilities seem to develop at the same rate during this age span.

An educational and peer support group for mothers of preschoolers at-risk for behavior disorders.

This paper examines the structure of a four-session educational and peer support parenting group for mothers of children at-risk for behavior problems. Mothers, who seemed socially isolated, relatively unaware of normal developmental stages, and who described their children's behavior as abnormal, were presented with information on normal development and behavior modification and peer support exercises focusing on reducing stress and increasing assertiveness and reflective listening. Evaluation included attendance records, extent of participation, and written and oral feedback.

Perceptual learning by educable mentally retarded, average, and gifted children of primary school age.

A match-to-sample task and a preference-ranking procedure were used to provide predifferentiation experiences on a color discrimination for 6- and 8-yr.-old children. The subjects included an educable mentally retarded 8-yr.-old group, an average 8-yr.-old group, a gifted 6-yr.-old group, and an average 6-yr.-old group. Mental age was the best predictor of success on task. A significant interaction of sex and teaching method suggests an advantage of girls in this group in instructional situations in which the perceptual learning task and testing tasks are not exactly the same. Girls did better than boys when a different response for task content was required in testing from that in teaching. Boys and girls performed similarly when the training task was the same as the testing task.