Younger (4 : 8-5 : 3) and older (5 : 7-6 : 2) kindergarten children were trained on a three-position oddity task of pictures. Three tasks were constructed by varying the number of stimuli used in the task: 2-stimulus (repeated), 4-stimulus, and 36-stimulus tasks. For the younger children the oddity performances did not vary depending on the number of stimuli, whereas for the older children the performances were significantly better on the 4-stimulus and the 36-stimulus tasks than on the 2-stimulus task and the difference between the former two tasks was not significant. The results were related to theories of oddity solution, degree and nature of value reversals, and difference in ability to relate among the stimulus sets.