Discrimination learning in preschool children as a function of the stimulus and relevant dimension.

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.