Research indicates that young children seem to have considerable difficulty in discrimination between the letters b, c, p, and q. Also, 4-year-olds appear to commonly make rotation and reversal errors with letter-like forms. Whether young children will perform significantly better or not in deciding whether two shapes are called same or different after a brief training period was investigated. The subjects were 20 nursery-school children randomly selected from approximately 100 children enrolled at a nursery school supported by the Syracuse branch of the National Laboratory for Early Childhood Development. They were randomly assigned to two groups; the experimental group received an initial training period, and the control group did not. The results showed that the subjects in the experimental condition in which the experimenter's definition of same and different was made explicit performed significantly better than the control group. Figures, tables, and references are given. (DE)