Abstract
The relationship between conceptual training (analytic vs nonanalytic) and performance on a reversal shift task was studied in 4-, 6-, and 8-year-old children. Results revealed: (1) with increasing age, reversal shift performance improved; (2) only 6-year-old children showed a stable conceptual style; and (3) while both types of training enhanced reversal performance, analytic training resulted in greater facilitation of reversal shift learning. It was concluded that conceptual training channels a S’s attention upon the relevant dimensions of the shift task.
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