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Conditional Discrimination Learning in Children as a Function of Number of Conditional Cues

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Developmental and Educational Neuropsychology Behavioral and Psychological Studies Child and Animal Learning Development

Abstract

Each of three groups of third graders received a Lashley type conditional discrimination problem containing either one, two, or three conditional cues. In support of a deduction from the stimulus interaction hypothesis, the greater the number of conditional cues the better the child's performance on this problem.

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