Abstract
Eight unique bidimensional conceptual rule forms were compared in a rule learning paradigm. It was predicted that rule difficulty order and error distributions across stimulus class defined by a truth table would be a function of Ss’ preexperimental experience predominantly with conjunctive concepts. The hypothesis stated specifically that loci of difficulty with rules derive from: (a) assignment of TT stimuli (those with both relevant attributes) to the negative category; (b) assignment of FF stimuli (those with neither relevant attributes) to the positive category; (c) assignment of TT and FF stimuli to the same category. The main effects of rule and truth table class and the interaction of rule and truth table class were statistically significant. The results confirm all predictions about rule order and error distributions
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This research was undertaken within the Institute for the Study of Intellectual Behavior and is Publication Number 43 of the Institute. The work was supported by a research grant, MH 14314, and by a Research Scientist Award, 1-K5-MH37497, both from the National Institute of Mental Health, and a research grant, GB-340-77X, from the National Science Foundation. The authors wish to acknowledge the critical but useful comments of John E. Taplin and Peder J. Johnson on an earlier version of this paper.
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Salatas, H., Bourne, L.E. Learning conceptual rules: III. Processes contributing to rule difficulty. Memory & Cognition 2, 549–553 (1974). https://doi.org/10.3758/BF03196919
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DOI: https://doi.org/10.3758/BF03196919