The acquisition of compound concepts as a function of previous training.

Abstract

An expt. was designed to determine the influence the learning of simple concepts (concepts based on one stimulus attribute) had upon the learning of a compound concept (concepts based on two stimulus attributes) which in-volved combinations of simple concepts. The experimental design consisted of two similar studies, each involving three groups,all of which were required initially to learn two simple concepts successively. Following this, each group was required to learn the test concept, which was a compound con-cept. One group had learned both of the simple concepts of which the test concept was composed, the second group had learned only one, while the third group had learned neither of these concepts. The results of the first study indicated that the rate of learning the test concept was directly related to the number of simple concepts appropriate to the test concept which had been learned. The trend of the results of the second study was consistent with that of the first study. It was found in the second study, however, that most of the Ss, even those who had learned both of the appropriate simple concepts, failed to acquire the test concept. Our analysis suggested that the advantage derived from the acquisition of the appropriate simple concepts did not stem from the mere repetition of correct sorting responses, but rather from the opportunity the initial training provided for the appropriate verbal responses to become dominant, and thereby facilitate the acquisition of the test concept.