Abstract
Salience for specific dimensional cues was assessed in second-grade children immediately prior to a two-choice discrimination learning task. The cue reinforced in the learning task was either the salient cue (learned fastest), the alternate cue of the salient cue’s dimension, or a cue from a dimension not salient (learned slowest). Children without specifically salient cues learned in approximately as many trials as did the children who were reinforced for choices of the salient cue or dimension. The results indicated that specific cue salience did not have a general facilitative effect, but that it was related to discrimination learning in a logical and predictable manner.
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