Stimulus compounding in the discrimination learning of kindergarten children

Abstract

Kindergarten children were presented a series of 180 two-trial simultaneous discrimination problems composed of four distinct types. The basis for distinction was the number of cues available for solution on Trial 2. Type I had only a single component cue, color or form; Type II, a component cue and one compound cue, positive or negative; Type III, one component and both compound cues; and Type IV, both component and both compound cues. Estimates of compounding, male from comparisons of Trial 2 performance between problem Types I and II and between II and III, revealed that both positive and negative compound cues acquired habit strength and to approximately the same degree. Response tendencies to component cues were also evidenced by a significant difference between Trial 2 performance for Type I problems and chance. Normal children, like retardates, were able to use as functional cues much of the stimulus information, both simple and complex, although this information was provided for a relatively brief duration.