Abstract
Each of 144 Ss solved one of two rule-learning problems in a study which combined four rules and three (1-, 8-, and 15-sec) postfeedback intervals in an orthogonal design. Visual stimuli, varying in three (2 relevant + 1 irrelevant) trilevel dimensions, were presented in a random sequence, restricted to an equal number of negative and positive instances. Rule learning was found to increase significantly in difficulty from conjunctive through inclusive disjunctive, exclusive disjunctive, and biconditional rules. The range of postfeedback intervals used in the study did not produce differential performance.
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The present study was read by “title” only at the 1970 meeting of the Psychonomic Society in San Antonio, Texas.
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Namikas, G., Noel Carey, R. Concept identification as a function of the conceptual rule and length of postinformative feedback interval. Psychon Sci 23, 417–419 (1971). https://doi.org/10.3758/BF03332646
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DOI: https://doi.org/10.3758/BF03332646