Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

The question of how children represent and use comparative or partially ordered information is examined. Two experiments tested a conjecture that a common representation, a linear order, underlies the processing of all comparatives. (Author/MS)

Results confirmed that children differentially use knowledge of results and suggested that any description of motor skill acquisition must account for the complex interaction between developmental level and the difficulty of the task at hand. (Author/DB)