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Psychonomic Science

, Volume 20, Issue 2, pp 125–126 | Cite as

The size of focus samples in multiple-category concept identification

  • Mark B. Reeve
  • Peter G. Polson
  • Jack L. Dunham
Human Learning & Thinking Problem Solving and Concept Formation

Abstract

Introductory psychology students solved unidimensional four-category concept identification (CI) problems. In the experimental group (N = 38) two dimensions were redundant and relevant, while two control groups (N = 18 in each) solved problems where only one of these dimensions was relevant. Of the Ss in the experimental group, 26.3% were assessed as solving the problem using both relevant dimensions. To account for the data, a dimension selection theory of multiple-category CI is described, which incorporates the assumption that S is attending to more than a single dimension and employing a focusing strategy

Keywords

Concept Identification Relevant Dimension Irrelevant Dimension Search Mode Focus Sample 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. BOWER, G. H., & TRABASSO, T. Concept identification. In R. C. Atkinson (Ed.), Studies in mathematical psychology. Stanford: Stanford University Press, 1964. Pp. 32–94.Google Scholar
  2. RESTLE, F. The selection of strategies in cue learning. Psychological Review, 1962, 69, 11–19.Google Scholar
  3. TRABASSO, T., & BOWER, G. H. Attention in learning. New York: Wiley, 1968.Google Scholar

Copyright information

© Psychonomic Journals, Inc. 1970

Authors and Affiliations

  • Mark B. Reeve
    • 1
  • Peter G. Polson
    • 1
  • Jack L. Dunham
    • 1
  1. 1.The University of Texas at AustinAustinUSA

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