Abstract
ETAUGH, CLAIRE F., and POPE, BARBARA K. Effect of Spatial Separation of Stimuli on Children's Discrimination Learning. CHILD DEVELOPMENT, 1974, 45, 1170-1172. 68 6and 8-year-old children were given a 2-choice simultaneous-form discrimination task in which the stimuli were separated either by 2% or 10 inches (from center to center). Greater separation of the stimuli was found to retard learning. The results are consistent with previous findings that young children, in a variety of situations, perform better when task components are spatially contiguous than when they are separated.
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