Fernandez B Q, Richman C L
J Psychol. 1979 Jul;102(2d Half):289-98. doi: 10.1080/00223980.1979.9923500.
The purpose of the present study was to determine discrimination learning rates as a function of the nature of the stimulus and the relevant dimension. Ss were 160 preschool boys and girls. The design consisted of two stimuli (faces and cups), two constant dimensions (size and form), and two relevant dimensions (form and color when the size dimension was held constant, and size and color when the form dimension was held constant). The errors to criterion scores revealed that for cup stimuli the color dimension was learned more rapidly than size and form, while for face stimuli the dimensions of size and form were learned more rapidly than color.
本研究的目的是确定作为刺激性质和相关维度函数的辨别学习率。研究对象为160名学龄前男孩和女孩。实验设计包括两种刺激（面孔和杯子）、两个恒定维度（大小和形状）以及两个相关维度（当大小维度保持恒定时为形状和颜色，当形状维度保持恒定时为大小和颜色）。达到标准分数的错误次数表明，对于杯子刺激，颜色维度比大小和形状学得更快，而对于面孔刺激，大小和形状维度比颜色学得更快。
