Abstract
The experiment was designed to examine the effects of distinctive feature training using two-dimensional letter-like forms as compared with distinctive feature training using three-dimensional letter-like forms. Subjects were 40 kindergarten children who were randomly assigned to either the two-dimensional training group or the three-dimensional training group. The transfer task involved visual discrimination among two-dimensional letter-like forms. It was hypothesized that those in the three-dimensional group would make fewer confusion errors than those in the two-dimensional group on the transfer task. Results of the experiment confirmed the hypothesis, suggesting that the learning of distinctive features is enhanced through the use of three-dimensional training materials.