Sequential Concept Learning and Hypothesis Testing in a Partial Reinforcement Paradigm

1973 ◽  
Author(s):  
Rita Yaroush ◽  
Joseph Halpern
Keyword(s):  
Hypothesis Testing ◽  
Concept Learning ◽  
Partial Reinforcement

Conditional Concept Learning and Cognitive Style

1975 ◽  
Vol 40 (3) ◽  
pp. 859-862 ◽  
Author(s):  
J. Kent Davis
Keyword(s):  
Hypothesis Testing ◽  
Cognitive Style ◽  
Concept Learning ◽  
Additional Research ◽  
Analytic Cognitive Style ◽  
Compound Cue ◽  
Better Than

It was predicted that (a) Ss with an analytic cognitive style would out-perform Ss with a global cognitive style on compound-cue problems which could be learned by either a conditional rule or a color rule, and (b) global and analytic Ss would perform equally on a single-cue problem which could be solved only by a conditional rule. 36 analytic and 36 global Ss learned one of the two problems. Analysis showed that analytic Ss performed significantly better than global Ss only on the compound-cue problem. The results suggested that the better performance of analytic Ss is limited to problems which require some degree of stimulus differentiation. It was further suggested that additional research on hypothesis-testing might help clarify the differences in performance between analytic and global Ss.

The Inference of Covert Hypotheses by Verbal Reports in Concept-Learning Research

1975 ◽  
Vol 27 (2) ◽  
pp. 313-322
Author(s):  
Allan Wilson
Keyword(s):  
Hypothesis Testing ◽  
Concept Learning ◽  
Concept Acquisition ◽  
Similar Function ◽  
Verbal Reports ◽  
Blank Trial ◽  
Acquisition Task ◽  
Learning Research

A paradigm designed to examine the degree to which verbal reports represent the subject's learning was evaluated using a concept-acquisition task. Specifically, the degree to which hypotheses verbalized during the concept-acquisition procedure represent the covert hypotheses controlling category responding was examined. Subjects were required to make category responses, verbal reports, and sorts and re-sorts (blank-trial probes) of the stimuli at intervals in a reception paradigm. By comparing the sorts made during the acquisition procedure, the re-sorts after a 1-week delay, and the sorts made by subjects who had not participated in the acquisition procedure, it was determined that the verbal reports do not accurately represent the underlying hypothesis-testing process under all conditions. Verbal reports elicited at the beginning of the acquisition procedure and at criterion accurately represented the underlying hypotheses; those elicited at intervening points did not. The ambiguity of the verbal reports was a similar function of acquisition trials.

Concept Learning in the Classroom

1975 ◽  
Vol 20 (6) ◽  
pp. 494-495
Author(s):  
EDITH NEIMARK
Keyword(s):  
Concept Learning

Hypothesis Testing Has Got to Go!

PsycCRITIQUES ◽  
2012 ◽  
Vol 57 (4) ◽  
Author(s):  
David J. Pittenger
Keyword(s):  
Hypothesis Testing
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