Abstract
In a complex concept identification task, solvers and nonsolvers tended to diverge in overall but not in trial-by-trial changes of hypothesis. Neither error frequency nor specific content of feedback was a major factor in concept attainment. The results suggest that Ss sample from subsets of hypotheses structured by higher-order dimensions.
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1. This research has been supported by the U. S. Office of Education.
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Schlag-Rey, M., Suppes, P. Higher-order dimensions in concept identification. Psychon Sci 11, 141–142 (1968). https://doi.org/10.3758/BF03331013
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DOI: https://doi.org/10.3758/BF03331013