The purpose of this study was to determine whether training classifiers and nonclassifiers (determined by Piagetian tasks) to use feedback to manipulate stimulus attributes would have an effect on concept attainment similar to that predicted by a recent theoretical synthesis of children's hypothesis testing literature. Forty second and third-graders were pretested to assess classification status; half of the subjects received training. The results suggested that feedback sequence is related to the probability that the problem will be solved and classification status is a determinant of hypothesis testing strategies.
