Support for this study was provided by UW-Whitewater research grant no. 1835 to the first author. We thank the many children, parents, and teachers who participated and the students who assisted with this study. Data from Experiment 1 were presented at the biennial meeting of the Society for Research in Child Development, New Orleans, 1993.
The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation
Version of Record online: 28 JUN 2008
Volume 66, Issue 4, pages 1057–1071, August 1995
How to Cite
Cook, G. and Stephens, J. T. (1995), The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation. Child Development, 66: 1057–1071. doi: 10.1111/j.1467-8624.1995.tb00922.x
- Issue online: 28 JUN 2008
- Version of Record online: 28 JUN 2008
Children (mean CA = 12 years) with mental retardation and adults without mental retardation classified tetrads of stimuli that could be grouped according to identities on separate dimensions or according to overall similarity. When color, size, and line orientation were varied (Experiment 1), both groups used separate dimensions for classification. When hue, saturation, and brightness varied (Experiment 2), both groups used overall similarity for classification. Test-retest correlations showed that the predominant classifications were reliable across 1-week testing intervals. Results support Garner's distinction between separable and integral stimulus structure but do not support an integral-to-separable shift in perceptual development. Comparisons of the tetrad task used in the present study and triads used in previous work are discussed as well as implications of the present data for developmental theories of perceptual classification and processing in children with mental retardation.