Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

Twelve moderately retarded children were trained on 2-choice visual discrimination problems with interpolation of another item between training and retention tests. Results indicated that well-learned items are rehearsed less. (SBT)

Second graders were administered a two-choice discrimination task in which irrelevant dimensions were correlated .50, .75, or 1.00 with the 100 percent rewarded cue. Results indicate that learning was most impeded in the .75 condition and was most efficient in the 1.00 condition. These results support the Hypothesis Testing Theory of…

Habituated 180 neonates to white lights of varying luminance and tested for recovery of habituation to green, yellow, or red lights varying in excitation purity. Found that newborns discriminated chromatic stimuli from white only when excitation purity exceeded levels much higher than those for adults. Results reinforce view that neonates' vision…

The effectiveness of three fading and two nonfading procedures were compared in training kindergarten children on an oddity problem in which shape was the relevant dimension. (SBT)

Coding and recoding of hypothesis information was studied with college students and third, fifth, and seventh graders. Deficiencies in young children's ability to code, but not recode, contributes to their less efficient performance on discrimination problems. (DP)

The present study operationally defines selective attention in terms of tactile observing responses measured by percentage contact time per trial to the relevant stimulus dimension, and investigates the changes of these responses in a discrimination shift paradigm under the effect of overlearning. (Author)

Four experiments investigated newborns' ability to discriminate, recognize, and learn visual information embedded in the schematic face-like patterns preferred at birth. Results indicated that newborns discriminated face-like stimuli relying on their internal features and recognized a perceptual invariance between face-like configurations in…

Investigated effects of dimensional dominance of stimuli and subject's ages in initial and shift learning of discrimination tasks. (DP)

Examines the importance of (1) dimensional characteristics of stimuli present in discrimination transfer tasks, (2) having contrasting stimuli presented simultaneously, and (3) subjects age. Subjects were rural Mexican youths, ages 4 to 10. Reversal and nonreversal type discrimination transfer problems were used in the study. (DP)

This paper presents further data on the Moss-Harlow Effect, together with some new theory, supporting the conclusion that younger subjects prefer novelty more than do older children. (Author)

Reports research demonstrating that fourth-grade subjects could not solve a basic transverse patterning problem involving pairs of geometric forms even after 90 trials. The addition of one nonspatial dimension, however, resulted in solution. Also, the greater the number of nonspatial dimensions present, the better the learning. (Author/SDH)