Mentally retarded children taught to discriminate the dimensions of a visual display using a matching-to-sample procedure that provided full verbal feedback of the reasons for successes and failures exhibited superiority in intradimensional transfer compared to a control group. Two years later, trained Ss maintained a slight advantage. (Author/CL)

Twenty 3- to 5-year-olds were required to discriminate between a simultaneously-presented pair of displays having common elements but differentiated by the presence of a distinctive feature in one of the displays. The effect of explicit verbal feedback for incorrect choices on the learning of discriminations was examined. (JH)

Subjects in three age groups judged absolute and relative frequencies of pictures and words presented in lists. There was relatively greater improvement with age in judgment of pictorial stimuli. Study results lend support to the frequency theory of discrimination learning. (DP)

Article describes experiment whereby it was established that with verbal-discrimination learning overt pronunciation facilitated a freer recall than covert pronunciation. (Author/MM)

Four- and five-year-old children (n=24) were put into two groups and trained to discriminate between two displays which could only be differentiated by a single distinctive feature located on one of the displays. Subjects trained with the distinctive feature located on the positive display learned the simultaneous discrimination while feature…

Presents experiments with a straight line seen for a short stimulus time in which the subjects perceived the line to lengthen from the point of fixation and then to shorten to the point of fixation immediately thereafter. (MB)

Statistically, haloperidol was significantly superior to placebo in reducing behavioral symptoms. In a discrimination learning paradigm, autistic children receiving haloperidol learned the discrimination while those on placebo did not. Discrimination attained on haloperidol was retained when the children were switched to placebo. (Author)

In experiment one, the experimenter delivered frequent or infrequent social reinforcement that was either contingent or noncontingent. In experiment two, seating arrangements were varied so that information concerning the direction of reinforcement was made ambiguous. (RH)