Abstract
Dimensional dominance (either form or shape) was assessed in kindergarten children prior to their being presented with a reversal-nonreversal optional shift task. During initial learning of the reversal-nonreversal task, one-half of the children were trained with their dominant dimension relevant, while the other half were trained with their dominant dimension irrelevant. Both rate of criterion attainment during initial learning of the reversal-nonreversal task and subsequent shift performance were related to dimensional dominance.
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