Abstract
In the course of two experimentss groups of kindergarten, second, fourth, sixth grade and college students received several discrimination problems. Each trial with feedback was followed by a series of blank trials, which served as a probe for S's hypothesis. Ss responded systematically during the blank trials on about 90% of the probes. Beginning at the second grade they typically showed characteristic hypothesis-testing behavior, viz., keeping confirmed hypotheses, rejecting those disconfirmed, etc. Hypotheses were systematically selected according to two general systems: Strategies (Focusing, Dimension Checking and Hypothesis Checking, in descending order of efficiency), which, in principle, allow S to discover the solution, and Stereotypes (Stimulus Preference, Position Preference and Position Alternation), which produce the persistent repetition of an hypothesis despite its disconfirmation. The college students almost always manifested the two most effective Strategies and never any Stereotypes. The 2nd–6th graders showed mostly Strategies, but practically no Focusing. The kindergarten children virtually always displayed Stereotypes.
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