Abstract
With a selection paradigm, three experimental groups of 10 Ss each learned six conjunctive concepts successively under three learning conditions: attribute identification (AI), rule learning (RL), or their combination (CL). Only for AI did learning sets form and were strategies near optimum efficiency. Experimental Ss learned two additional disjunctive concepts under the three learning conditions, and three control groups learned only the disjunctive concepts. For a measure of response frequency, positive transfer occured for RL and CL, indicating the importance of rule learning for transfer. For a measure of strategy efficiency, negative transfer occurred for AI and positive transfer for RL.
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Miller, A. Learning set formation and transfer in concept learning: A comparison between attribute identification and rule learning. Psychon Sci 23, 292–294 (1971). https://doi.org/10.3758/BF03336116
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DOI: https://doi.org/10.3758/BF03336116