The Roles of Set Size and Nonexample Type on Concept Formation
Document Type
Dataset
Publication Date
Winter 2022
College/Unit
Eberly College of Arts and Sciences
Department/Program/Center
Psychology
Abstract
Concept formation is demonstrated when a learner responds when new examples are presented (i.e., generalization) but not when new nonexamples are presented (i.e., discrimination). Gradually increasing the number of examples and nonexamples taught together (i.e., set-size expansion) promotes concept formation with nonhumans. Although set size impacts speed of acquisition with humans, concept formation has not been evaluated. Therefore, the primary purpose of the current study was to compare acquisition and concept formation during two procedures: set-size expansion and single set-size. College students were taught two biological concepts, one using set-size expansion and the other with the full set of stimuli. Participants were given feedback on the accuracy of their responses during instruction and completed probes (with no feedback provided) to assess concept formation. There were no systematic differences in accuracy during instruction, duration of instruction, or concept formation between the full set and the set-size expansion procedures. Accuracy during instruction did not reliably predict concept formation, demonstrating the importance of directly measuring concept formation when it is a desired outcome.
Digital Commons Citation
Williams, Catherine L.; St. Peter, Claire C.; and Murphy, Madeleine J., "The Roles of Set Size and Nonexample Type on Concept Formation" (2022). Graduate Student Scholarship. 3.
https://researchrepository.wvu.edu/grad_scholarship/3
Summary for Participant #8
Summary for Participant ID#9.txt (2 kB)
Summary for Participant #9