One hundred and two subjects were given three verbal concept acquisition tasks. Repression, High defensiveness, and low psychoastenia were found to be significantly associated with high acquisition scores. (Author/KM)

It was predicted that high-scoring students would be better able to answer correctly questions directed at knowledge of principles and that this superior knowledge would result in better performance on questions on trivial materials as well. (Author/KM)

C. L. Gagn? and E. J. Shoben (1997) proposed that concepts are combined via external relations and that lexical entries include information about which relations are frequent for every modifying noun. As evidence for this view, they showed that relations associated with the modifier affected the interpretation of combinations in several studies in…

The primary thrust of the present experiment was to examine the relative learning rate or capacity of hyperactive children on a laboratory learning task involving concept learning. (Author/RK)

In two experiments adult subjects were given a redundant relevant cues concept identification problem. (Editor)

This study highlights some theoretical ideas which should be considered in attempting to assess the degree of abstraction underlying conceptual learning. (Author/RK)

Caution is urged in applying the normative-descriptive distinction to selection models, because ambiguities arise when the distinction is actually carried out (AA 529 125). A multidimensional structure may be needed to account for strategy, and the relationship between strategy and such nontask variables as intelligence is needed to clarify the…

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)

In positively assessing Johnson (1978) (AA 529 124), this research proposes that the basic purpose of normative models of selection strategies is the development of continuous quantitative measures of problem-solving efficiency, while descriptive models determine degree of correspondence between formal normative models and actual behavior.…

Research supported by grants from the National Institute of Mental Health, the National Science Foundation, and the Educational Testing Service; examines the psychological validity of Fillmore's theory of case grammar. (DD)

The hypothesis that increased variety of rules aids subsequent transfer of learning has previously been affirmed (Bourne, 1970; Bourne and Guy, 1968). This research expands that finding to show that in addition to variety, the sequence of rules also affects transfer of learning. (Author/RK)

Author investigated the psychological disposition of Soviet teachers and compared them to those of Western teachers. (RK)

Two experiments were carried out in order to test the effects of task sequence on the speed of rule learning and problem solving. Experiment I involved numerical rule-learning tasks and Experiment II tested the effect of task difficulty and task precedence using problem-solving tasks. (Editor/RK)

Groups of formally educated and of uneducated rural Kpelle tribesman and children were given conceptual learning problems. The finding that education proved to have no significant effect on rule learning for either a conjunctive or a disjunctive rule is interpreted as indicating that formal education exerts its influence primarily on the way in…