Abstract
First-grade children were presented with one of two scaling procedures: standard dimensional preference scaling (preference scaling) or scaling designed to induce a color set (color-set scaling). Following scaling, a concept-learning problem with either form or color relevant to solution was presented. The finding that form-preferring Ss, as determined by preference scaling, perform well when form is relevant and poorly when color is relevant was replicated. Ss given color-set scaling, however, performed significantly better when color was relevant than when form was relevant. The results are discussed in terms of response set.
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This research was partially supported by NRC Grant PA0342 to Dr. Richard B. May, University of Victoria. The paper is sponsored by Tom Trabasso, who takes full editorial responsibility for its contents.
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Fernandez, D. Induced dimensional set and concept learning. Bull. Psychon. Soc. 1, 261–263 (1973). https://doi.org/10.3758/BF03333364
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DOI: https://doi.org/10.3758/BF03333364