The Abstraction of Intervening Concepts from Experience with Multiple Input-Multiple Output Causal Environments.

Busemeyer, Jerome; And Others

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Peer reviewed

ERIC Number: EJ542098

Record Type: Journal

Publication Date: 1997

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ISSN: ISSN-0010-0285

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The Abstraction of Intervening Concepts from Experience with Multiple Input-Multiple Output Causal Environments.

Busemeyer, Jerome; And Others

Cognitive Psychology, v32 n1 p1-48 Feb 1997

A new paradigm is presented for investigating how intervening concepts are learned. Results of four experiments involving 85 college students provide converging evidence for the acquisition of intervening concepts. A simple associative learning mechanism is proposed to account for the results. The new paradigm uses a stimulus-response-feedback task. (SLD)

Descriptors: Abstract Reasoning, Associative Learning, College Students, Concept Formation, Experience, Feedback, Higher Education, Learning, Models, Responses, Stimuli

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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