Reversal and nonreversal shift learning in normal children and retardates of comparable mental age.

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Abstract
Forty-eight normal and 48 retarded Ss were compared on reversal and non-reversal shift learning. Following the learning of the original problem, Ss were given training on 1 of 3 shift problems: Reversal (R), positive and negative cues reversed with 2 new irrelevant cues from the old irrelevant dimension introduced, Nonreversal Old (NRO), with previously irrelevant cues now relevant and 2 new cues from the old relevant dimension introduced as irrelevant; and Nonreversal New (NRN) the same as NRO except that the relevant cues were from the old irrelevant dimension but new. Reversal was significantly easier than either non-reversal condition for normals, but there were no significant reversal-nonreversal differences for retardates. NRO and NRN did not differ significantly for either group although both found NRO slightly more difficult. Retardates were significantly superior to normals in nonreversal and tended to be inferior in reversal.

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