Kindergarten and first grade children were trained to choose the middle-sized stimulus in either a single stimulus set or in each of two nonoverlapping stimulus sets. Findings were reported in terms of the assumption that cognitive processes are important in the intermediate-sized transposition paradigm. (Author/DB)

The purpose of this study was to determine the effects of age differences and differences in memory load on concept identification (CI) tasks of varying levels of complexity. Previous studies with young children found increasingly better performance on CI tasks with increasing age. This was in part due to the fact that older subjects categorize…

The term, "schema," used largely as a descriptive convenience rather than a theoretical guidepost in social psychology is examined through an analysis of its development, function, and structure. This paper articulates a model of schema development in adults by defining a schema as a representation of some stimulus domain and a set of…

This investigation compares overt judgments about tenable hypotheses to choices in a concept identification task, as a function of stimulus similarity on successive trials. Two mathematical models are tested: (a) A 1-element local consistency version of Restle's concept identification model and (b) the same model with two additional passive states…

The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The…