Purpose of this experiment was to explore the effects of pre- and postshift stimulus similarity, type of shift, and difficulty of discrimination in the standard solution shift - concept identification paradigm. (Authors/CB)

Study found that stimulus presence during a delay of reinforcement interval enhanced performance, and to a large extent prevented the usual delay-produced decrement. (Authors)

Recent research has suggested that the use of the shift effect as a measure of encoding is critically dependent upon its properties as a psychological phenomenon. Examines this interrelation in light of data from a simple experiment. (Author/RK)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

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 indicate that when subjects are given explicit instructions as to the interlist relationship and when the transfer list is presented at a relatively slow rate, both positive and negative transfer effects may be obtained in the serial/paired-associate paradigm. (Author)

Results suggest that kindergarten children extinguish mediating responses faster than instrumental choice responses while the reverse probably holds with second graders. (Authors)

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)

Results of the three experiments provided little evidence that the scores on associative matching were adversely affected by prior performance on any of the three modified free-recall tasks. (Authors)

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

The ability of children of 3-5 years to acquire mediated solutions to conceptual problems and to execute rapid reversal shifts within these concepts suggests that their problem solving capacity is not necessarily limited to simple associative responses. (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)