Number language and number reversal learning

Reversal optional shift performance with cardinal and ordinal number dimensions as relevant was studied in relation to number language knowledge, use of verbal cues, and performance in a coordinate cardinal and ordinal number task with 144 first grade Ss in two experiments. The experiments differed in stimulus materials and showed optional shift behavior to be highly sensitive to shift design and stimulus components. Shift performance was unrelated to number language test performance and verbal training in the reversal task itself. Number language knowledge as here measured was related, however, to the coordinate cardinal and ordinal number task.