<p> The role of verbal hypotheses in concept identification was explored by manipulating three variables affecting the relation between verbalized rules and classification performance. (i) Verbalizing rules before and after classification changed subjects' cue-sampling strategies
and the control of verbal hypotheses over sorting performance. (ii) The difficulty of stimulus description affected how subjects utilized verbal hypotheses, and whether verbalized rules completely specified the cues used for classification. (iii) The number of irrelevant attributes
changed the relative efficiency of stimulus-learning over rule-learning for concept identification.</p> <p> These investigations demonstrate effective techniques for varying and evaluating the importance of verbal rules for classification; and suggest that subjects' prior
verbal habits markedly affect the degree of reliance placed on verbal hypotheses in concept attainment.</p> / Thesis / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/20861 |
| Date | 03 1900 |
| Creators | Hislop, Mervyn W. |
| Contributors | Brooks, L. R., Psychology |
| Source Sets | McMaster University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
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