Ecological validity of laboratory-type discrimination-learning tasks

Brooks and Baumeister (1977a, 1977b) have questioned the ecological validity of laboratory-type research on discrimination learning, memory, and other cognitive processes. Their criticisms were rebutted by House (1977). The present report established the relationship among learning and retention of two-choice discrimination tasks, "real-life" adaptive behavior in an institution, and IQ. These measures were substantially interrelated, and we concluded that laboratory-type discrimination-learning tasks have ecological validity.