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A reversal shift (RS) or a nonreversal shift (NRS) of concept was learned by 80 college students after either criterion learning or overlearning of the first concept. 2 and 4 sorting categories were used. The wellestablished finding that, with 2 sorting categories, an RS is easier than an NRS was again observed, following criterion learning (p < .10) and following overlearning (p < .002). Also, in agreement with previous data, the RS was not easier than the NRS with 4 categories. Overlearning appeared to facilitate all shifts, although its effect on the 2category NRS was not statistically reliable. The results are examined in relation to an S-R mediational framework.

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