Abstract
First-grade children who were perceptually pretrained with either three stimulus values or four stimulus values appearing on each dimension in pretraining were significantly facilitated in learning a subsequent discrimination reversal as compared to both nonpretrained Ss and Ss who received identical perceptual pretraining but with only two stimulus values per dimension. These results are discussed in relation to perceptual and attentional models of learning.
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1. This research was supported by Public Health Service Research Grant MH11088, from the National Institute of Mental Health. The authors are grateful for the generous cooperation of Gordon Tate, Superintendant of the Lebanon, N. H. school system and for the assistance of the principals and teachers of this school system. We also wish to acknowledge the contribution of Susan Greene who assisted in collecting the data.
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Tighe, L.S., Tighe, T.J. Transfer from perceptual pretraining as a function of number of stimulus values per dimension. Psychon Sci 12, 135–136 (1968). https://doi.org/10.3758/BF03331235
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DOI: https://doi.org/10.3758/BF03331235