Discrimination learning of size and brightness by retardates.

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Abstract
Forward learning curves for easy, medium, and hard discriminations of size and brightness learned by matched groups of retarded children showed wide performance differences, with easy discriminations (large physical differences between positive and negative cues) learned most efficiently and hard discriminations (small cue differences) least efficiently. Backward learning curves showed performance differences to be not in slopes of learning curves but in length of initial flat portions of curves. This finding, readily deduced from chaining theories of discrimination learning but not from single-link, or non-chaining, theories, suggests a chain of dimensional attention responses whose length is dependent upon cue differences of dimensions. A possible generalization of attention theory is considered.

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