| Summary: | <em>This experiment tested a task analysis and hypothesized hierarchy of double classification tasks. 26 kindergarten children were trained on 3 different matrix tasks in either the optimal (simplest to most complex) or reverse sequence. More optimal sequence Ss learned the tasks, and they learned in fewer trials than did reverse sequence Ss. These results, together with the pass-fail patterns among the tasks, confirm the hypothesized relationship. They also suggest the power of hierarchically sequenced training in the acquisition of specific cognitive skills. Positive transfer to an untrained matrix task with similar task structure lends further support to the task analysis on which the hierarchical predictions were based</em>.
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