In this study 56 prekindergarten and 174 kindergarten children learned to choose either the card with more or the card with fewer elements in simultaneous discrimination problems. Learning was faster when the card with more elements was positive, particularly when a zero-element card was involved. (Author/SB)

Study lends support to the view that the problem with left-right stems from the imperfect mastery of the basic discrimination, not from an inability to deal with the logic of relational concepts. (Author/CB)

Studies based on an analysis of one species of learning and transfer task, the transposition problem, in terms of two ways in which the experimenter's and the child's definition may differ. (Author)

The four purposes of this study were (1) to test the long-range effects of classification training (CT) on disadvantaged black children, (2) to evaluate the effects of reintroducing CT to those previously trained, (3) to compare CT at two age periods (5 and 6 years old), and (4) to compare CT with attention training (AT). Of the 69 children used…