Effects of Complexity of Learning on Relational Responding in Transposition in Young ESN(M) Children

Abstract

Two studies into the effects of multiple discrimination problems on transposition were carried out, using ESN(M) children aged between five and eight years. In experiment 1, subjects were divided into three groups in which irrelevant dimensions were varied both within and between trials on the initial discrimination task, together with the number of trials to criterion. Relational responding increased with variation between trials, and number of trials. Experiment 2 looked at these factors separately, and found that the increase was due to the variation of an irrelevant dimension. Results were compared with the predictions of attention theory.

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