The present study was designed to investigate whether “sameness” or “difference” made by young children in a recency-memory task was transferred to subsequent shift learnings. In Experiment 1, using two variables of task (matching and nonmatching) and delay duration (0, 2, 4, 8s), the subjets were 120 four-year-old children. Subjects learned a matching task more rapidly than a nonmatching one. In Experiment 2, using four variables of age, task, group and overtraining, the subjects were 160 five-and 160 six-year-old children. They were given a matching and/or a nonmatching task either to the criterion (five successive correct responses) or under overtraining. Following overtraining, they were given a matching and/or nonmatching task with a novel stimuli under Shift or Nonshift condition. The Group under Nonshift, condition, in which subjects learned a matching (or nonmatching) in an initial learning followed by a learned matching (or nonmatching), learned transferred tasks more rapidly than Group Shift, in which subjects learned a matching (or nonmatching) in an initial learning and then learned a nonmatching (or matching). Overtraining proved facilitating learnings on transferred tasks.
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