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Two severely retarded Down's-syndrome boys learned a matching-to-sample performance through mediated transfer. The transfer paradigm involved three sets of stimuli, one auditory set (A) and two visual sets (B and C). The subjects were taught directly to do B-A and C-B matching, but experienced no direct association between C and A. They acquired the ability to do C-A matching without having been taught that performance directly. They also learned indirectly to name some of the visual stimuli,doi:10.1901/jeab.1974.22-261 pmid:4411822 pmcid:PMC1333268 fatcat:fwocbvyunjgmbmjsc4akenotzq