Children's recall of S+, S-, and S0 as a function of feedback frequency

Children were given the minimum number of trials necessary to provide explicit information about both S+ and S- in a series of discrimination learning problems. In addition, a third stimulus (S0) was present but never responded to by the Ss. Comparisons of S+ and S- recall with recall of S0 indicate that discrimination training facilitated S+ memory, but did not affect S- memory. The superiority of S+ recall was not the result of a greater number of S+ trials, as might have been the case in previous studies, nor an artifact of recency, also possible in previous studies. The possibility of two independent effects of discrimination training on memory was considered, one concerned with the consequences associated with each stimulus and the other concerned with the strength of memory. Finally, the pattern of results was stable over the course of three consecutive discrimination problems.