Performance on Multi-Dimensional Concept-Identification Tasks: Using Eight Dimensions, Three-Value, Nonverbal and Verbal Stimuli

Abstract

Behavior described by hypothesis theory was investigated using multi-dimensional concept-identification tasks. 25 undergraduate students were given 8 experimental problems (4 nonverbal and 4 verbal) after a brief training. The two sets of problems, each with 1, 2, 3, and 4 dimensions (each with a singular value) in common with a sample card, were counterbalanced and randomly given. No significant differences for nonverbal and verbal stimuli were found. More students tended to employ parallel rather than serial processing of dimensions, although comparison of these groups showed no significant difference in performance. Times to solution and errors to solution were functions of students' sex. These results are interpreted as conforming to hypothesis theory, as being congruent with Neisser's (1964) findings as well as suggesting that men are less willing to state hypotheses through a greater fear of failure.