Abstract
Training disadvantaged children in labelling and discriminating component stimulus attributes resulted in greater attention to these attributes in inductive concept attainment, but in no greater success in solving concept tasks.
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1. This study is part of a continuing project supported by NIH (HD 00754), the Office of Economic Opportunity (Contract No. 510) and the Grant Foundation. The aid of N. Caldwell, M. Wasserman, P. Morrissey and P. Schaeffer in tutoring and testing Ss and of the Baltimore City Public School System for making Ss available was greatly appreciated.
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Kofsky, E. The effect of verbal training on concept identification in disadvantaged children. Psychon Sci 7, 365–366 (1967). https://doi.org/10.3758/BF03331126
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DOI: https://doi.org/10.3758/BF03331126