Julie Hogg

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The use of discrimination learning paradigms in the study of attentional transfer is discussed. The technique of go/no-go discrimination learning followed by stimulus generalization testing is contrasted with the more familiar simultaneous learning paradigm followed by a shift in the relevant cues. In the former paradigm the effect of training a(More)
A behaviour rating scale intended primarily for use with mentally retarded children is described that is based on the behavioural descriptions of such children given by Pevsner (1963). A factor analysis showed that these descriptions could be viewed as being representable by two independent factors. The first of these factors, the AD factor may be seen to(More)
Head-turning by a nine-year-old multiply handicapped profoundly retarded child (highest item passed on the Mental Scale of the Bayley Infant development test: 2.6 months; highest item passed on Motor Scale of Infant development test: 0.1 month) was reinforced by a variety of potential reinforcers: auditory; vibratory; social; visual. In addition various(More)
Profoundly retarded multiply handicapped children were placed in a situation where auditory stimulation was made contingent on a visually directed level-pulling response. Two experiments were performed. In the first, a technique for establishing an effective reinforcer from a range of possible reinforcing stimuli was evaluated. In the second experiment, a(More)
A classical conditioning procedure was used with five profoundly retarded children with multiple handicaps in order to investigate basic learning processes in such children. Their chronological ages ranged from 48 to 108 months and their mental ages from 0 to 5.5 months. The procedure used a sound as the conditioned stimulus, a puff of air to the cornea as(More)
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