| Sumario: | 4 groups of first-grade children were presented with 2 discrimination learning problems. Children in half of these were transferred from a visual to a factual problem, while the remainder experienced the opposite order. 1 group in each modality sequence was given 9, form-relevant problems (intradimensional transfer), while the others were transferred from a texture-relevant to a form-relevant problem (an extradimensional transfer). No differences appeared during original learning as a function of either modality of presentation or relevant dimension. Transfer acquisition was determined by type of transfer, with intradimensional transfer problems being acquired more rapidly than extradimensional transfer regardless of the modality sequence. It was concluded that these children did transfer dimensional information between the 2 modalities.
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