Abstract
Eight 9-year-old children were presented 24 eight-trial simultaneous two-choice visual discrimination problems. Each problem contained eight different stimuli. In half of the problems the stimuli varied along two dimensions with one dimension irrelevant, and for the other 12 problems the stimuli varied along three dimensions with two dimensions irrelevant. Even though the number of irrelevant stimuli was the same, the two-irrelevant-dimension problems were significantly more difficult than the one-irrelevant-dimension problems. There was significant learning on both types of problems and no significant interactions.
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