Tested 40 preschool children on a double-alternation learning task under either a correction or a noncorrection procedure. None of the Ss tested under noncorrection were able to solve the task, even after 96 trials. With a correction procedure 1/2 of the Ss learned. It was concluded that correction helped to focus Ss' attention on the relevant aspects of the stimulus complex. (PsycINFO Database Record (c) 2006 APA, all rights reserved)