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The Effect of the Relevance and Number of Training Dimensions on Concept Identification Performance

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Abstract

Concept identification performance was compared as a function of training on relevant (R), irrelevant (IR), or neutral (C) dimensions. The training was on either one or two dimensions and S made either a verbal and motor or just a motor response to each training stimulus. It was found that: (a) R training facilitates concept identification performance, (b) training on two dimensions facilitates performance irrespective of the relevance of the training dimensions, and (c) overt verbalization has no differential effect on performance in the transfer task.

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Author notes

  1. Gediminas A. Namikas

    Present address: Western Washington State College, USA

Authors and Affiliations

  1. University of Wisconsin, USA

    Gediminas A. Namikas

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  1. Gediminas A. Namikas
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Additional information

This study is based on a dissertation submitted to the University of Wisconsin in partial fulfillment of the requirements for the Ph.D. degree. The advice of E. James Archer is gratefully acknowledged.

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Namikas, G.A. The Effect of the Relevance and Number of Training Dimensions on Concept Identification Performance. Psychol Rec 18, 607–616 (1968). https://doi.org/10.1007/BF03393812

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  • DOI: https://doi.org/10.1007/BF03393812

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