Effects of some sequential manipulations of relevant and irrelevant stimulus dimensions on concept learning

Richard C. Anderson, John T. Guthrie

Research output: Contribution to journalArticle

Abstract

Alternating series, in which 1 set of relevant cues appears at odd-numbered trials and another set at even-numbered trials, were contrasted with constant series, in which the same relevant cues appear at every training trial. The principal result was the interaction on both training trials and test trials between type of series and the number of stimulus dimensions changing from trial to trial. For alternating series, the group in which 1 stimulus dimension changed between each pair of adjacent training trials showed fewer errors (p < .01) than the group in which 3 dimensions changed. In the case of constant series, the group in which 3 dimensions changed displayed fewer errors (p < .01) than the group in which just 1 changed. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)501-504
Number of pages4
JournalJournal of Experimental Psychology
Volume72
Issue number4
DOIs
StatePublished - Oct 1 1966
Externally publishedYes

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Cues
Learning

Keywords

  • CONCEPT FORMATION, RELEVANT &
  • CUE, RELEVANT &
  • IRRELEVANT STIMULI SEQUENCE
  • IRRELEVANT, SEQUENCE, CONCEPT FORMATION
  • STIMULUS, RELEVANT &
  • THINKING

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Effects of some sequential manipulations of relevant and irrelevant stimulus dimensions on concept learning. / Anderson, Richard C.; Guthrie, John T.

In: Journal of Experimental Psychology, Vol. 72, No. 4, 01.10.1966, p. 501-504.

Research output: Contribution to journalArticle

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