Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)

Presolution reversal prevented or significantly retarded learning in kindergarten and first-grade children but did not hinder learning in fifth-grade children. (Authors)

A single administration of the reversal learning paradigm is not a sufficient basis for determining either a given subject's choice of option or his behavior on its constituent learning measures. This conclusion raises many questions about past research relating to mediation theory, since this paradigm has been the basic one employed. (Authors)