Strategies of kindergarten children in discrimination learning were studied in a factorial design with temporal placements of two introtact probes and two types of pretraining. Results support the expectation that the posttrial probe would improve the short-term efficiency of children in both pretraining conditions. (Author/MP)

A specially designed discrimination learning task was used to investigate whether the performance of kindergarten and first grade children could be improved through explicit training with a simple hypothesis-testing strategy. (Author/MP)

Results indicated the following: unitary stimuli were easier to encode; partitioned stimuli were easier to recode; recoding was much more difficult than encoding; extended training improved performance; second graders were slightly better at encoding and much better at recoding than were kindergarten children. (Author/DB)

Kindergarten children were given simultaneous discrimination tasks with two irrelevant dimensions varying within settings. Prior to each block of feedback trials, the children were asked to provide a statement of the solution. The trial block on which the correct relevant dimension was first verbalized was found to be predictive of discrimination…

This experiment is concerned with delineating various aspects of pretraining that contributed to the improved hypothesis-testing strategies of 150 kindergarten children. (MP)

Subjects were trained against their initial dimensional preference in a two-dimensional simultaneous discrimination learning task. (RH)