Effects of Verbalization and Task Change Sensitivity on the Optional Shift Behavior of Kindergarten Children

The effects of verbalization and method of task presentation on children's optional shift behavior are reported. Ninety-six kindergarten boys and girls made optional shifts consistent with the dimension verbalized in original learning. However, many children shifted directly to the cue actually reinforced in original learning (a "Regressive" shift). This type of shift was attributed to one of two procedural changes: the absence of reward for any of the test phase responses or a response switching strategy based on the observation that the E left the room before the reward contingencies changed.