Abstract
Following pretraining in a two category concept task with one of two dimensions relevant, Ss were shifted to a second concept task requiring four response categories with two of three dimensions relevant. Training on the second (compound) concept involved either an intradimensional, an extradimensional, or a control shift relative to pretraining. Compound concept learning requiring an IS was shown to he superior to learning requiring an ES, and to yield positive transfer. Compound concept learning requiring an ES did not produce negative transfer.
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References
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D’Amato, M.F., Ryan, R. Intradimensional and extradimensional shifts in compound concept learning. Psychon Sci 7, 207–208 (1967). https://doi.org/10.3758/BF03328543
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DOI: https://doi.org/10.3758/BF03328543