Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous…

This study examined the relationship between convergent and divergent thinking and performance errors in reversal and nonreversal concept tasks. The results show: (1) a positive relationship between convergent performance and concept errors; and (2) an inverse relationship between divergent performance and concept errors. These correlational…

Three experiments were conducted that provide a direct examination of within-category discontinuity manipulations on the implicit, procedural-based learning and the explicit, hypothesis-testing systems proposed in F. G. Ashby, L. A. Alfonso-Reese, A. U. Turken, and E. M. Waldron's (1998) competition between verbal and implicit systems model.…

This study attempts to determine if individual differences in multitask performance are due in part to the cognitive competence (i.e., the consistent, rule-based strategy) the subject brings to the task. A battery of learning (discrimination shift, transposition, incidental learning and paired-associate learning), cognitive-developmental…

Reviews "Levels of Cognitive Development," which presents a theory of cognitive development integrating discrimination- learning research with understanding of higher cognitive processes. Argues that strengths include its presentation of systematic research and providing continuity between past and present models. Weaknesses include…