Transfer effects in feature-positive and feature-negative learning by adult humans.

In two experiments, college students performed a feature-positive or a feature-negative discrimination task based on colors or symbols and were then transferred to a feature-positive or feature-negative discrimination based on the other stimulus dimension (symbols-colors, colors-symbols). Initial task results yielded a substantial feature-positive effect and indicated that the color task was easier than the symbol task. Transfer task results indicated that the feature-positive effect was maintained and showed that consistent transfer (positive-positive, negative-negative) led to superior performance on the transfer task. These results were obtained when the correct solution to the initial task was provided to the subject prior to transfer (Experiment 1) and when it was not (Experiment 2). These results systematically replicated the existence of the feature-positive effect in adult humans and showed that both feature-positive and feature-negative discrimination learning were facilitated by consistent examples of these problems.