Document Type
Thesis
Date of Degree Completion
Fall 1972
Degree Name
Master of Science (MS)
Department
Psychology
Committee Chair
Don Guy
Second Committee Member
Max Zwanziger
Third Committee Member
Philip Tolin
Abstract
Performance on a concept learning task was investigated by employing familiar and unfamiliar stimulus patterns, three pretraining conditions, and two conceptual rules. Subjects were given either observation or preliminary paired associate practice in labeling shapes with meaningful or nonsense labels and were then required to solve a concept learning task to criterion. It was found that tasks involving familiar stimuli were learned more rapidly than those involving unfamiliar stimuli, and that meaningful verbal pretraining for unfamiliar stimuli resulted in more rapid learning than observation or nonsense label pretraining.
Recommended Citation
Philips, David W., "The Role of Stimulus and Label Familiarity in Concept Learning" (1972). All Master's Theses. 1995.
https://digitalcommons.cwu.edu/etd/1995