Abstract
The effects of introtact probes on the discrimination performance of kindergarten children were assessed in simultaneous discrimination tasks having size as the relevant dimension and both color and form as irrelevant dimensions varying within settings. With size as the relevant dimension, all of the children were trained against their initially preferred dimension (either color or form). Verbal hypotheses concerning the solution to the task (introtacts) were obtained prior to each choice response for half of the children. The children in the introtact condition performed more poorly than did those not required to give introtacts. The use of introtacts appeared to fixate the children’s attention on the dimension named in their first introtact. The implications of the results for studies of hypothesis testing in young children are discussed.
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