Attribute preference and discrimination shifts in young children

Abstract

The relations among preschool children's preferences for color and form attributes, speed of learning an initial problem, and optional shift behavior in discrimination training were studied in two experiments. In both experiments, learning was rapid if S's preferred attribute was relevant. In Exp. I, upper-middle class Ss tended to reverse on their preferred attribute with planometric stimuli; in Exp. II, lower-middle class Ss who preferred color learned to discriminate stimulus objects slowly and made nonreversal responses regardless of the attribute upon which they were trained; form-preferring Ss showed the opposite behaviors. The results were discussed in terms of attentional and mediational theories.