Performance in Intra- and Extra-Dimensional Shifts as a Function of Solution Mode in Concept-Identification Problems

Abstract

In an initial concept-identification problem with one relevant dimension, subjects learned to respond to 12 stimuli, 4 of which occurred only on nonoutcome trials where feedback was never provided. After criterion or 48 overtraining trials subjects were given a second problem with novel stimuli in which either the initial dimension remained relevant (intra-dimensional shift) or a new dimension became relevant (extra-dimensional shift). Behavior on nonoutcome trials was taken as an indicator of a conceptual or non-conceptual mode of learning. Performance in the two shifts varied as a function of the solution mode subjects attained, while overtraining had no effect on the shift performance of either conceptual or non-conceptual subjects.