Abstract
Twenty-four Ss learned to sort words into two categories on the basis of conceptual dimensions (Evaluative and Potency) drawn from the Semantic Differential. Another group learned to categorize the same words under conditions wherein the concept was irrelevant and only rote memory could be used. The results indicate that Ss can easily identify and utilize the semantic dimensions (when available), and that these dimensions are suitable for use in concept-learning experiments.
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This research was supported in part by a research grant (MH 11283) from the United States Public Health Service, National Institute of Mental Health. The writer is indebted to Pamela S. Carr and Curtis L. Taylor for assistance in collection and analysis of the data reported here.
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Haygood, R.C. Use of Semantic Differential dimensions in concept learning. Psychon Sci 5, 305–306 (1966). https://doi.org/10.3758/BF03328411
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DOI: https://doi.org/10.3758/BF03328411