Abstract
AbstractForty first grade children were tested to determine the effect of presentation mode (simultaneous versus successive) and letter similarity (similar, b, d, q versus distinctive, m, s, c) on visual discrimination learning; and also to determine what effect the differential initial learning conditions have on subsequent paired-associate learning. On initial learning, Ss performed significantly better on the simultaneous mode (p .01) and on distinctive letters (p .01). A significant interaction showed that simultaneous discriminations were easier to learn than successive discriminations with similar letters but not with distinctive letters. The letter similarity dimension produced the only significant difference on the transfer task (p.05).
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