Summary
Letter discrimination training and its transfer to a trigram recognition task were investigated among 64 kindergarteners. Pretraining, method of stimulus presentation, and type of stimuli were varied in a factorial design. A multivariate analysis of variance revealed that while pretraining facilitated learning the discriminations, presentation method and stimulus type did not. The presentation method by stimulus type interaction for number correct during discrimination training was significant at the p < .07 level. No effect was noted on transfer task performance.