Selection strategies in conjunctive, disjunctive, and biconditional concept attainment.

Patrick R. Laughlin; Richard M. Jordan

doi:10.1037/h0024983

Selection strategies in conjunctive, disjunctive, and biconditional concept attainment.

Journal of Experimental Psychology ◽

10.1037/h0024983 ◽

1967 ◽

Vol 75 (2) ◽

pp. 188-193 ◽

Cited By ~ 6

Author(s):

Patrick R. Laughlin ◽

Richard M. Jordan

Keyword(s):

Concept Attainment ◽

Selection Strategies

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Geometric versus Thematic Stimuli in Concept Attainment in Selection Paradigm

Perceptual and Motor Skills ◽

10.2466/pms.1972.35.1.167 ◽

1972 ◽

Vol 35 (1) ◽

pp. 167-174 ◽

Cited By ~ 2

Author(s):

Louis S. Dickstein

Keyword(s):

College Students ◽

Stimulus Array ◽

Female College Students ◽

Geometric Condition ◽

Concept Attainment ◽

Female College ◽

Selection Strategies ◽

Dependent Variables ◽

Selection Of

Previous research has indicated that selection strategies of Ss differ as a function of the nature of the stimulus array. The present paper suggests several problems with the construct of strategy and proposes a distinction between the encounter with informative instances and the assimilation of information from instances encountered. Several modifications in selection paradigm procedure are introduced to allow the measurement of these two dependent variables. Female college students were assigned to geometric or thematic stimulus-array conditions. Ss in the thematic condition performed significantly more poorly in the assimilation of information but did not differ from Ss in the geometric condition with regard to their selection of informative instances.

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An Apparatus for Concept Attainment Research

Psychological Reports ◽

10.2466/pr0.1964.14.3.759 ◽

1964 ◽

Vol 14 (3) ◽

pp. 759-773 ◽

Cited By ~ 3

Author(s):

Joe L. Byers ◽

Carter C. Collins ◽

W. Baldridge Loughborough

Keyword(s):

Information Acquisition ◽

Stimulus Position ◽

Information Utilization ◽

Concept Attainment ◽

Amount Of Information ◽

Selection Strategies

A description of an instrument designed to facilitate concept attainment research. The Concept Attainment Device (CAD) was built to reduce several sources of E error in concept attainment experiments. S is presented with a 64 stimulus-position board. Associated with each of these positions are two response-key-feedback-lights. S's card choices are displayed on E's console in a decimal read-out. S's hypotheses are automatically checked for accuracy by CAD. Problems may be easily changed, and the amount of information displayed to S may be systematically varied. CAD is especially useful in concept attainment experiments on selection strategies, rate of information acquisition, and accuracy of information utilization.

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