Abstract
Three groups of Ss, 20 each, learned three successive concept identification (CI) tasks, on which one group had no observation stimulus (So), a second group had a relevant So, and a third group had an irrelevant So. Each type of So continued to affect CI learning as a function of its relevancy. Predictions of relative improved performance on later tasks by the irrelevant So group, based on a rational operator model, did not occur.
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SIMON, S. H., & JACKSON, B. The effect of the relevancy of an observation stimulus on second learning in concept identification. Psychonomic Science, 1967, 8, 531–532.
SIMON, S. H., & JACKSON, B. Effect of a relevant versus irrelevant observation stimulus on concept identification learning. Journal of Experimental Psychology, 1968, 76, 125–128.
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Simon, S.H. Transfer effects of an observation stimulus as a function of its relevancy. Psychon Sci 18, 332–333 (1970). https://doi.org/10.3758/BF03332383
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DOI: https://doi.org/10.3758/BF03332383