Verbalization and optional reversal shifts among kindergarten children

• Published in: Journal of Verbal Learning and Verbal Behavior 1964-01, Vol.3 (5), p.428-436
• Main Author: Kendler, Tracy S.
• Format: Article
• Language: English
• ISSN: 0022-5371; 0749-596X
• DOI: 10.1016/S0022-5371(64)80013-X

Previous research has found that the proportion of children who make optional reversal shifts increases with age. One explanation offered for this result is that as children get older they are more likely to respond to discrimination-learning situations by making covert mediating responses. These responses are of such a nature that they facilitate transfer from S+ to S−. In human Ss it is further assumed that these covert mediators are themselves verbal or are activated by verbal representational responses. The present research was designed to determine whether instructing kindergarten children overtly to label S+ and S− would have the effect assigned to the hypothetical covert response. Two experiments were performed in which children were presented with an initial discrimination involving a relevant and irrelevant dimension. After criterion was attained, a second discrimination was presented in which both dimensions were present and relevant and the reinforcement pattern was changed. This discrimination was called the optional shift because S had the option of reaching criterion on the basis of a reversal shift, an extradimensional shift, or a nonselective (inconsistent) shift. A test series which followed the attainment of criterion on the optional shift provided the means of inferring the basis of the optional shift. In each of the experiments one group of children was instructed to precede their choices during the initial discrimination with a sentence that labelled S+ and S− (V Group). Another group was run on the same discrimination but were given no instructions about verbalization (C Group). The major finding was that the V Group had significantly more optional reversers in both experiments. It was concluded that among kindergarten children overt verbal representation has a function similar to that assigned to the hypothetical covert mediating response. A three-stage analysis of the development of the mediational chain was proposed.