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)

Results indicate that children's preferences were relatively stable over time. (Authors/MB)

Two groups of mentally retarded children (MA: 4 to 8 years) were pretrained using two different methods. It was predicted that shift performance of the two groups trained to use different strategies would resemble those of two different developmental levels. (MP)

Provides additional data to explain the reverse effects of rewards on task performances for training problem-solving skills in fourth-graders. (RL)

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 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)

Research was designed to explore the basis of children's associations in matching and directed association tasks. (Author)

Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)

Major finding of this study is that relative cue similarity can be used as a definition of dimensional dominance and that it predicts both initial learning and shift behavior for normal first- and third-grade children. (Author)

The optional shift performance of 52 reflective and 50 impulsive second-grade girls was assessed under two response-consequence conditions: (1) reward for correct responses only, and (2) reward for correct responses and a penalty for incorrect responses. (Author/MP)

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)