Abstract
While solving either a conjunctive or a disjunctive concept-identification problem, college students were asked to recognize hypothesis, stimulus, and feedback information from the immediately preceding trial. After this phase of the experiment, subjects were asked to estimate feature frequencies of occurrence and to classify old and new instances of the concept. Recognition performance was best for feedback and worst for stimulus information. Contrary to hypothesis theory, hypotheses were correctly recognized 65% of the time overall. Instances presented twice, once, and never before were classified equally well, a finding that argues against specific-instance theory. Finally, frequency estimates increased as a function of actual frequency. All obtained results support both frequency theory and dual-process theory. © 1982, The Psychonomic Society, Inc.. All rights reserved.
Recommended Citation
Kellogg, R. T. (1982). Hypothesis Recognition Failure In Conjunctive And Disjunctive Concept-identification Tasks. Bulletin of the Psychonomic Society, 19(6), pp. 327-330. Springer.
The definitive version is available at https://doi.org/10.3758/BF03330272
Department(s)
Psychological Science
International Standard Serial Number (ISSN)
0090-5054
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2023 Springer, All rights reserved.
Publication Date
01 Jan 1982
