A concept attainment task comparing vocalization and nonvocalization by pairs and individuals was conducted using 84 female college student volunteers, who solved four three-attribute conjunctive problems. Vocalizing pairs and individuals vocalizing to a peer apparently learning the task were superior to nonvocalizing pairs. Further distinction between two problemsolving processes, strategy process (measured by focusing ratio) and monitoring (measured by ratio of untenable hypotheses), was demonstrated. In terms of overall effectiveness, vocalizing pairs were superior; individuals vocalizing to a confederate, individuals vocalizing to the experimenter, and nonvocalizing individuals were intermediate, in that order; and nonvocalizing pairs were consistently inferior. Subjects in all conditions improved over problems on all measures. Implications for educational applications were discussed.

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Performance of 144 pairs of college students on four concept attainment problems was assessed. A factorial design with repeated measures on the last factor was used. The factors were (a) interaction format, (b) memory aid, (c) sex, and (d) problems. Major results were (a) discussion resulted in better performance on all measures (except time to solution) than nondiscussion or competition, which did not differ significantly; (b) on successive problems, discussing pairs increased their use of focusing strategy and decreased time to solution, while nondiscussing and competitive pairs showed no change; (c) memory aids resulted in fewer untenable hypotheses; and (d) no sex differences emerged execpt that females required less time to solution.

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A procedure to reduce information feedback on selection concept learning problems with nonfixed solutions is described. It has an advantage over similar procedures since it requires no electronic equipment. Female college students solved four concept problems under reduced or standard feedback conditions. The results showed more card choices to solution with reduced feedback and no differences on the other measures. Questionnaire data revealed no significant differences between feedback conditions in perceptions of the task.

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