Stimulus uncertainty as a variable in the development of conceptual ability

Abstract

The principal aims of the investigation were to study (a) the effect of age and stimulus complexity on concept attainment and (b) the role of stimulus cues in the solution of concept attainment problems. Two hundred and seventy Ss, 4-, 6-, and 8-years old, were divided into 27 experimental groups, constituting a factorial design of three ages, three levels of stimulus complexity, and three concepts. The concepts were form, color, and size, presented with 0, 1, or 2 irrelevant stimulus dimensions. Significant age and stimulus complexity effects were obtained for errors and for per cent criterion Ss per group. Measures of information transmission revealed that the responses of criterion Ss were governed primarily by the relevant (reinforced) stimulus dimension under all conditions. The total amount of information transmitted by successful Ss correlated positively with the age of the learner. The responses of noncriterion Ss were determined significantly by irrelevant stimulus cues and position biases. Total information transmission in the failing group was negatively correlated with age. Older failures did not respond consistently to one cue while younger children tended to perseverate on irrelevant stimulus dimensions. Differences in information transmission were interpreted as reflecting limitations in memory or variations in strategy. Perseveration may have resulted from the reinforcement contingencies. Experimental methods of testing the interpretations were proposed.