Abstract
Ninety-six kindergarten and 96 second-grade children were trained on a two-choice simultaneous discrimination with either color relevant and form irrelevant and variable or the converse. After reaching criterion, half of the Ss received 50 overtraining trials prior to presentation of Problem 2, while the remaining Ss received Problem 2 without overtraining on Problem 1. Problem 2, composed of all new stimuli, had either the same relevant dimension as Problem 1, intradimensional (ID) shift, or had as the relevant dimension the previously irrelevant dimension, extradimensional (ED) shift. Age had a significant effect on Problem 1 but not on Problem 2. The transfer data supported a mediational or two-stage interpretation of discriminative learning in that ID shifts were learned significantly faster than ED shifts and overtraining reliably improved performance. There was no Age × Shift interaction, indicating that younger children utilized some mediational process, dimensional in nature, as effectively as did older children.
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