Conjunctive concept learning as affected by prior relevance information and other informational variables.

1974 ◽  
Vol 103 (6) ◽  
pp. 1220-1222
Author(s):  
Lance A. Miller
Keyword(s):  
Concept Learning ◽  
Conjunctive Concept

An Extension of Four Single-Cue Process Models to Conjunctive Concept Learning

1970 ◽  
Vol 26 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Kenneth A. Deffenbacher
Keyword(s):  
Concept Learning ◽  
Process Models ◽  
Stimulus Complexity ◽  
Lack Of Fit ◽  
Conjunctive Concept ◽  
Wide Range

A family of 4 different process models of single-cue concept learning was extended to 2-category conjunctive concept learning. The fit of these 4 extended models to data from 120 Ss solving conjunctive problems over a wide range of stimulus complexity was assessed. None of the models did a thoroughly satisfactory job of fitting the data over all levels of stimulus complexity. Possible reasons for this lack of fit were discussed.

Relationship of component cues to hypotheses in conjunctive concept learning.

1970 ◽  
Vol 83 (2, Pt.1) ◽  
pp. 351-353 ◽  
Author(s):  
Irwin D. Nahinsky ◽  
William C. Penrod ◽  
Frank L. Slaymaker
Keyword(s):  
Concept Learning ◽  
Conjunctive Concept ◽  
Relationship Of

Strategy Development as a Function of the Amount of Relevant or Irrelevant Information

1989 ◽  
Vol 65 (3) ◽  
pp. 787-791
Author(s):  
Rita R. Culross ◽  
J. Kent Davis
Keyword(s):  
Concept Learning ◽  
Relevant Information ◽  
Irrelevant Information ◽  
Learning Problems ◽  
Strategy Development ◽  
Amount Of Information ◽  
Conjunctive Concept ◽  
The Relationship ◽  
Over Time

The study examined the relationship between the amount of relevant or irrelevant information and subjects' strategies. Subjects solved 16 conjunctive concept-learning problems which varied in terms of the amount and type of information. The study measured the focusing strategy, the number of choices to solution, and the time to solution. Analysis indicated focusing scores were highest when the amount of information was lowest and relevant information was the source of the information. Other results suggest strategies developed over time.

Concept Learning in the Classroom

1975 ◽  
Vol 20 (6) ◽  
pp. 494-495
Author(s):  
EDITH NEIMARK
Keyword(s):  
Concept Learning

Individual differences in concept learning

2006 ◽  
Author(s):  
Matt J. Robbins ◽  
Mark A. McDaniel
Keyword(s):  
Individual Differences ◽  
Concept Learning
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