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2 procedures, visual cue fading and task complexity, involved in teaching simple auditory discriminations were investigated. 20 severely retarded children were assigned to 1 of 4 treatment groups in a 2 x 2 factorial design. Analysis of variance on the final day’s data indicated differences favoring visual cue fading procedures and indicated that a 2-stimulus task is much more difficult than a 1-stimulus task. Another analysis of variance showed only differences in task difficulty. The need for further investigations into the variables affecting auditory discrimination is indicated.