Forty-nine Ss learned a unidimensional concept with a six-dimensional stimulus set. Instructions specified the 12 possible unidimensional concepts, and the response on each trial was to give confidence ratings to each of the 12 corresponding hypotheses. (Author)

The objective of the present study was to replicate a qualitative prediction, that prior relevance information is predicted to be a powerful performance variable, in the context of other variations as well as to assess new quantitative predictions for these conditions based on the theoretical work. (Author/RK)

The purpose of the present experiment was to examine questions on information specification raised by P. R. Laughlin. Ss were asked to solve one attribute-identification problem, using the selection paradigm. (Author/RK)

Study failed to yield evidence that performance in a systematic-concept task can be significantly facilitated, in comparison with rote-task performance, if more time is allowed for the operation of what Metzger has called systematic concept formation. (Authors)

Experiments reported here confirm the finding that performance can actually improve as intradimensional variability increases. (Authors/MB)

Two concept-learning experiments using adult human Ss were carried out, the first tested prediction using a reversal shift, the second tested speed of shift learning. (Author/RK)

Primary purpose of the experiment was to assess the effect of motivation, as manipulated by videotaping the experimental session, upon concept attainment. (Authors)

Length of intertrial interval was found to be positively related to the efficiency of concept learning in a blank-trials task. (Author)

Results supported the hypotheses that the emphasis on speed: (a) has a detrimental effect on the performance, (b) is inherent in a test-like situation, and (c) can be reduced by emphasizing in the instructions to Ss the detrimental effects of speed on the achievement of solution. (Author/CB)

To test the proposition that different types of pretraining would result in different strategies" in the solution of concept identification problems, a design was used in which length of postfeedback intervals was made dependent on the correctness of Ss response. (Authors/MB)

Results of two experiments show that only postinformative feedback intervals to be significant sources of variation; mean trends appeared to indicate that extended preresponse intervals interfere with performance, if anything. (Authors/MB)

The present research is concerned with an analysis of the relationship between stimulus learning and retention on the one hand, and concept learning on the other. (Author)