Abstract
Previous research indicates that temporal relations between discriminanda affect the discrimination process in children. An experiment was conducted to test two hypotheses: (a) simultaneous presentation of stimuli for same-different judgments results in learning the features which differentiate the stimuli; (b) successive presentation facilitates learning a schema of the standard stimulus. A transfer of training paradigm was used with 6- and 7-yr.-old children. Evidence of feature differentiation and schema learning was found; but both kinds of learning occurred under each of the presentation conditions. Procedural differences between this and other studies are noted as possible reasons for the discrepancies in results.
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