Abstract
The role of the stimulus setting in determining children's choice behavior in simultaneous form-discrimination problems was investigated. The stimuli scheduled for reward and for nonreward were the same in the 3 problems. The number of irrelevant nonspatial dimensions varying within settings differed in the 3 problems, and therefore the stimuli that were paired in each setting differed from problem to problem. Nonmediational stimulusresponse theories of discrimination learning that assume that an approach response is made to 1 stimulus in a setting without regard necessarily to the other, would not predict differences in difficulty among these problems. The finding that the discrimination problems were not of equal dificulty suggests that the entire stimulus setting plays a role in determining children's choice behavior.
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