Recent years have seen an increasing application of factor analysis to scores from learning tasks in an attempt to determine their relationships to intellectual and psychomotor abilities. This paper examines problems in connection with concept learning, proposing and illustrating steps representing improvements over previous attempts. It advocates that a factorial reference frame be independently established, with learning scores represented by vectors to be located within the frame by extension procedures. It is proposed that concept-learning is a problem-solving affair with complex factor composition that shifts as learning proceeds, and that a comprehensive theory regarding concept learning can be constructed on the basis of results by this approach.
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