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

Laughlin, Patrick R.; Jordan, Richard M.

doi:10.1037/h0024983

Cited by 25 publications

(19 citation statements)

References 9 publications

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“…Ciborowski and Cole (1973), in the above-cited study, found that the conjunction-disjunction difference was abolished for intra-dimensional categories; e.g., "at least one red" was no harder than "both red", while "a red or a triangle" was harder than "a red and a triangle". Using stimuli that were strings of uniquely colored + and − signs, Laughlin and Jordan (1967) and Laughlin (1968) found that intra-dimensionally, biconditionals (e.g., "red + if and only if blue −") were easier than disjunctions (e.g., "red + or blue −") and no harder than conjunctions (e.g., "red + and blue −") -a striking difference from the usual order found with inter-dimensional patterns.. Intra-dimensional biconditionals are a special case of the equality or inequality relations; e.g., "red + if and only if blue −" is equivalent to "red symbol = blue symbol". Equality was studied by Hunt and Hovland (1960), who used flag-like stimuli instantiating a six-dimensional space with four values on each dimension.…”

Section: Intra-and Inter-dimensional Relations In Non-phonological Lementioning

confidence: 99%

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Moreton

2012

Journal of Memory and Language

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Is phonological learning subject to the same inductive biases as learning in other domains? Previous studies of non-linguistic learning found that intradimensional dependencies (between two instances of the same feature) were learned more easily than inter-dimensional ones. This study compares implicit learning of intra-and inter-dimensional phonotactic dependencies. A series of six unsupervised implicit-learning experiments shows that a pattern based on agreement between two instances of the same feature is easier to learn than one based on correlation between instances of two different features. The results are interpreted as evidence for domain-general restrictions on the form of domainspecific learning primitives.

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Section: Intra-and Inter-dimensional Relations In Non-phonological Lementioning

confidence: 99%

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Moreton

2012

Journal of Memory and Language

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“…It was predicted that this induction of a conservative focusing strategy would result in more use of focusing, and consequently in fewer instances to solution, than the unconstrained condition. Moreover, previous research by Byers, Davidson, and Rohwer (1968) found that 5s who were instructed to use a conservative focusing strategy performed better than an uninstructed group when a memory aid was not available, and an inverse correlation between the degree of focusing and number of instances to solution under the usual unconstrained selection instructions was reported by both Laughlin and Doherty (1967) and Laughlin and Jordan (1967).…”

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confidence: 85%

Focusing strategy in concept attainment as a function of instructions and task complexity.

Laughlin¹

1973

Journal of Experimental Psychology

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Conservative focusing may be demonstrated to be the most efficient theoretical selection strategy in minimizing the expected number of instances to solution in concept attainment. As a test of this theoretical analysis, four degrees of focusing strategy were induced by instructions: (a) unconstrained, the standard instructions where 5 selected any sequence of instances he chose; (6) initially constrained, where in each instance 5 had to change one attribute from the initial positive focus instance; (c) previously constrained, where in each instance S had to change one attribute from the immediately previous instance; (d) random, where each instance was selected at random by S. As predicted, the order of increasing focusing strategy was: random < unconstrained < initially constrained = previously constrained, and, as a consequence of the degree of focusing strategy, the reverse order of instances to solution was predicted and obtained. The number of attributes and values per attribute were orthogonally varied over three levels of each. As predicted, there was a linear increase in instances to solution with increasing attributes and no effect of increasing values per attribute.

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“…One possibility is that strategies specific to each underlying rule must be developed with practice on AI tasks involving the same rule. Optimal selection strategies have been indentified which develop with practice on successive problems involving the same rule (Laughlin, 1968;Laughlin & Jordan, 1967), although such strategies do not appear powerful enough to eliminate rule effects (Taplin & Jeeves, 1972). Such findings, however , do not rule out the likelihood that optimal reception strategies, when fully developed, may reduce rule effect s.…”

Section: Discussionmentioning

confidence: 99%

Effects of rule pretraining on rule effects in an attribute identification task

Ingison

1974

Bull. Psychon. Soc.

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Rule learning (RL) training or familiarization as a means of reducing attribute identification (AI) rule effects was examined. Independent groups of college Ss were trained on 0, 2, 4, or 8 RL problems based on the conjunctive (Cj), disjunctive (Dj), conditional (Cd), or biconditional (Bd) rules prior to transfer to an AI task based on the same rule. Contrary to predictions, level of pretraining failed to interact with rule difficulty in AI [F(9,32) = 1.90, P < .25], while the main effect of rule obtained significance [F(3,32) = 10.12, P < .01]. Implications of these findings for research conceived within a model postulating independent processes for the RL and AI components of concept learning tasks were discussed.Haygood and Bourne (I965) presented data in general support of a model which postulates independent processes for the AI and RL components of concept learning. Since then, data have accumulated rapidly in general support of such independent RL and AI components. A number of studies have shown that certain variables (e.g., effects of positive and negative information; amount of irrelevant information) produce uniquely different effects when studied in RL as opposed to AI (Bourne & Guy, 1968b ;Haygood & Stevenson, 1967 ;Bower & King, 1967;Kepros & Bourne, 1966).In contrast, studies assessing rule 'difficulty have revealed essentially identical functions in both RL and AI. Previous experiments (Bourne, 1967(Bourne, , 1970Haygood & Bourne, 1965;Bourne & Guy, 1968a; Conant & Trabssso, 1964; Di Vesta & Walls, 1969) have shown that, for a naive S, the specific rule determines the relative difficulty of both RL and AI problems. Furthermore, the order of difficulty of at least the rules utilized in the present study is the same for both tasks. Such findings appear to contradict Haygood and Bourne's (1965) analysis, since by this rule, effects would logically be expected only in RL.One possible determinant of rule effects in AI is the difficulty that Ss may experience in fully understanding the given rule from instructions. Typical AI instructions are primarily concerned with providing information about the rule. Particularly when highly unfamiliar rules are used, it may be quite difficult for S to grasp the given information merely through instructions. Therefore, during the AI task, some residual rule learning may be taking place. An alternative to simple rule instructions is rule familiarization or practice. Since practice on several successive RL problems has been shown to eliminate rule differences (Bourne & Guy, 1968a;Bourne, 1970), high levels of RL pretraining may eliminate most or all of the rule learning involved in AI. If residual rule learning is the major factor producing rule effects in AI , Ss highly trained on a particular rule should reveal few , if any, rule differences on an AI transfer task. The present study was designed to assess this hypothesis. METHOD Subjects and DesignSs were 48 volunteers, serving for credit in introductory psychology classes at the University of Colorado. Each 5 w...

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

Cited by 25 publications

References 9 publications

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Focusing strategy in concept attainment as a function of instructions and task complexity.

Effects of rule pretraining on rule effects in an attribute identification task

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