Transfer of Training after Fading and Standard Discrimination Training

Abstract

Standard discrimination and fading techniques were utilized to teach preschool children a two-choice discrimination task in which their non-dominant dimension (color or form) was relevant for solution. The fading group performed better than the standard discrimination group on both an initial and a later generalization-discrimination task. On the generalization task, the superiority of the fading technique was limited to form-dominant Ss. When retested for dimensional dominance after 1 wk. fading significantly decreased Ss' choices of their previously dominant dimensions while the standard discrimination trained Ss showed no change in preference.