Abstract
This study assessed transfer effects from several pretraining experiences to concept attainment in lower-class 5-year-old children. The Ss were familiarized with the stimulus dimensions incorporated in the concept task (stimulus differentiation) or given experience in problem solving (practice in inference), or both, prior to working on a concept attainment task. These data were compared with the performance of a control group who received no prior experience. Positive transfer occurred only in the group receiving a combination of stimulus differentiation and practice in inference. In addition, the effect of positive reinforcement during pretraining was compared to combined positive and negative reinforcement. The two patterns of reinforcement produced similar transfer effects to the concept problem.
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