The Development of Learning Sers in Adequate and Retarded Readers

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Abstract
Potential differences in the development of learning sets between eight- and 72-year-old adequate and retarded readers were examined. The learning set problem required the children to learn to consistently choose one of two nonsense syllables despite variations in four irrelevant dimensions and to generalize that solution to similar problems employing different stimulus materials. Retarded readers were not found to be deficient in their ability to solve the simple discrimination learning problem presented, but were deficient in their ability to generalize their solution to subsequent problems. Although the younger children were inferior to the older ones in their ability to generalize the solution to the discrimination learning problem, the deficiency exhibited by retarded readers did not change with changes in age.

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