Abstract
This study was to test Chalmers and Rosenbaum's hypothesis that those who performed themselves underwent greater interference effect on transfer than those who observed their model's responses during original learning (OL). 64 children were given a discrimination learning task of two dimensional-stimuli with two values each. Immediately after OL, half of them was given a reversal shift task with the same stimuli used in OL. The other half was given an intra-dimensional shift task with different stimuli, as controls. In the RS task, observers showed less errors and perseverance responses than performers. In the IDS task, no difference was found between performers and observers. The learning curves of four groups were consistent with the above results. These results agreed with those of Chalmers and Rosenbaum's study.
