Reports three experiments which examined whether three- and four-year-olds learn simple letter-numeral pair associations incrementally or in an all-or-none manner. Results were consistent with the hypothesis that these items were learned in an all-or-none manner. (JMB)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)