Purpose of this experiment was to explore the effects of pre- and postshift stimulus similarity, type of shift, and difficulty of discrimination in the standard solution shift - concept identification paradigm. (Authors/CB)

Experiments reported here confirm the finding that performance can actually improve as intradimensional variability increases. (Authors/MB)

Results showed that imagery and frequency factors have independent and additive effects in verbal discrimination learning. (Author)

Frequency theory of verbal discrimination learning holds that the correct and incorrect alternatives of each word pair acquire differential frequencies. (Author/MB)

Study attempts to clarify the attentional versus perceptual learning functions of presence of the discriminative stimuli during delay. (Authors)

Results indicate that the RCR (rehearsal-of-the-correct-alternative response) plays an important role such that when the RCR is inhibited, performance is reduced. (Authors/CB)

Analyses indicated that varying the range of test stimuli changes the discriminability of the stimuli within that range, even though the physical differences among these stimuli remain constant. (Author)

The task for the research reported in this paper was to clarify the conditions that are responsible for the diminished effectiveness of social approval following pre-exposure. (Authors)

Results imply that sets of instructions may form a response class, with characteristics similar to those found in studies of generalized imitation. (Author)

Main effect of reinforcement for mean response latency indicated that subjects took longer to respond under disapproval than under approval or silence. (Authors)

Two major implications of this study are that repeated testing is a necessity for young children, and that repeated contrasts may provide a more accurate assessment of phonological discrimination ability in children. (Authors/MB)

Data were discussed in terms of an outline of an empirically based theory of transfer. (Authors)

Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…