This study investigated whether infants who were given increased amounts of response-contingent stimulation would evidence positive and nonspecific transfer of learning to situations requiring new responses to control environmental events. Subjects were thirty 3-month-old biologically normal home-reared infants. Infants in the group assigned to a contingent stimulation treatment received 4-second presentations of a cartoon movie plus music contingent on non-fussy vocal responses. Infants in a noncontingent stimulation group received the same temporal pattern of auditory visual stimulation that had been presented to the contingent group. A control group received no stimulation. Both immediately prior to and following treatment all infants were brought to the laboratory for a visual conditioning session. Delayed posttests were given after two weeks to determine if the effects would persist. Results showed that both the contingent and non-contingent stimulation procedures enhanced subsequent learning. (MS)