60 9-yr.-old school children made similarities judgments about stimuli on the basis of form, color and size using a triads method. They then learned a size discrimination which was followed by extradimensional shifts to either form or color. Shifts to the dominant dimension of form were performed faster than shifts to the non-dominant dimension of color. All Ss were form dominant on both pre- and post-training assessment.
Abstract. Dimensional dominance was assessed by having kindergarten children make similarities judgments about geometric figures varying in form, color, and size. Children who were classified as form dominant performed better than children who were not form dominant when given a test of letter matching ability in Experiment 1 and in repeated tests of word matching ability in Experiment 2. Data from the retest in Experiment 2 supported the hypothesis that dimensional dominance progresses from color dominance to form dominance, and then to mixed responding.
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