Abstract
Ninety-six preschool children were given a non-dimensional reversal (RS)/half-reversal (HRS) task with (a) criterion training (8 successive correct responses), (b) 16 overtraining, and (c) 32 overtraining. RS became easier with overtraining, and the facilitation of HRS by overtraining was not significant. The subproblem analysis during shifts indicated that under the 32 overtraining subjects learned the pairs dependently as instances of a single problem. These results were interpreted in terms of learning mechanisms which rely on an increase in shift discriminability during overtraining and an extraexperimental “doing the opposite” strategy.
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