Abstract
The hypothesis that attribute identification (AI) pretraining would reduce or eliminate rule effects in AI tasks was investigated. Ss were given 0, 4, or 8 AI problems based on the same rule prior to transfer to a final AI problem. Results indicated that familiarity with AI problems was not a key factor in eliminating rule effects in transfer. Implications for a two-component model of concept learning were discussed.
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This research was funded by the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the National Institute of Education. The opinions herein do not necessarily reflect the position or policy of the National Institute of Education, and no official endorsement by the National Institute should be inferred. Center No. NE-C-00-3-0065. This paper was sponsored by Peter D. Kepros, who takes full editorial responsibility for its contents.
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Ingison, L.J. Effects of attribute identification training on rule effects in an attribute identification transfer task. Bull. Psychon. Soc. 4, 133–134 (1974). https://doi.org/10.3758/BF03334220
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DOI: https://doi.org/10.3758/BF03334220