Concept Formation and Stimulus Sequencing

Abstract

The effect of stimulus sequencing on concept formation was investigated by comparing the performance of four groups of six adults presented with different amounts of sequencing in a conditional discrimination task. One group was presented with the entire task which consisted of nine related stimulus-response contingency rules. Other groups were given either one-, two-, or three-step sequences based on the instructional principle of proceeding from simple to complex. Results indicate that increased sequencing facilitated learning and the three-step sequence produced concept formation, correct responding to novel stimuli. This implies that adults inferred the single rule that related the nine specific contingencies. The study is discussed in terms of the application and extension of behavioral analysis to traditional cognitive domains.