Date of Award
Summer 1976
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
Program/Concentration
Psychology
Committee Director
William H. McVaugh
Committee Member
Stephen B. Klein
Committee Member
Barry Gillen
Committee Member
George W. Dorry
Call Number for Print
Special Collections LD4331.P65B79
Abstract
The purpose of this study was to examine the effects of hypothesizing on concept learning. Such effects may depend upon task requirements. A 3 X 2 X 2 factorial design was used to assess the variables of time of hypothesizing (early in the task, late in the task, or no hypothesizing), rule type (conjunctive or conditional), and amount of information in the instructions (low amount as defined by a complete learning task or high amount as defined by an attribute identification task). The conjunctive rule was solved significantly more quickly than the conditional rule and attribute identification was solved significantly faster than complete learning, findings which concur with previous research. Interactions with the hypothesizing variable were not significant. The latter results were interpreted in terms of possible biasing effects of the experimental instructions.
Rights
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DOI
10.25777/ytjs-7522
Recommended Citation
Bryant, Barbara B..
"Effects of Hypothesizing on Concept Learning"
(1976). Master of Science (MS), Thesis, Psychology, Old Dominion University, DOI: 10.25777/ytjs-7522
https://digitalcommons.odu.edu/psychology_etds/489