Four experiments investigated time-delay discrimination training in improving the visual discrimination performance of 16 impulsive kindergarten children. Time delay of distinctive-feature prompts without self-monitoring did not produce learning. The added requirement of self-monitoring nonwait responses led to dramatically improved performance,…

Examined reversal of emergent simple discriminations through stimulus contiguity. In experiment one, Baseline and Reversal phases were positive for most children. Experiments two through four examined protocol aspects that possibly contributed to successful reversal of the form discrimination; found that reversed discrimination usually was a…

Previous studies have shown that after being trained on A-B and A-C match-to-sample tasks, adults match not only same-class B and C stimuli (equivalence) but also BC compounds with same-class elements and with different-class elements (BC-BC). The assumption was that the BC-BC performances are based on matching equivalence and nonequivalence…

Compared two procedures for establishing and reversing stimulus control transfer across simple discrimination in children. Results indicated that both procedures were more effective in establishing that, in reversing stimulus control transfer, stimulus contiguity was more effective than match-to-sample training; and both procedures were more…

Two time-delay conditions for teaching complex visual discriminations to 14 normal preschoolers, 12 with mild mental retardation, and 11 with moderate mental retardation were compared. Results indicated that for all populations and stimuli, time delay of multiple dynamic distinctive-feature prompts produced learning, while time delay of the single…