{"id":{"repo_id":"central-wash","oai_identifier":"oai:digitalcommons.cwu.edu:etd-1877"},"canonical_url":"https://search.dev.ndltd.org/etd/central-wash/oai:digitalcommons.cwu.edu:etd-1877","repository":{"repo_id":"central-wash","name":"Central Washington University","base_url":"https://digitalcommons.cwu.edu/do/oai/"},"display":{"title":"Concept Identification as a Function of three Semantic Dimensions","abstract":"It is the purpose of the present study to determine the differential effects of the three primary semantic dimensions on the ability of Ss to solve a concept identification problem. It was hypothesized that the performance level, as measured by a criterion of learning ten successive responses containing no more than one error, time to completion, and the total number of errors, will be higher for Ss working on the evaluative dimension than for Ss working on the potency or activity dimensions. Two additional hypotheses were formulated in an attempt to answer the following questions: 1) Is the ability to identify concepts a function of verbal or mathematical ability?; and 2) Will those 'Who display a high level of verbal or mathematical ability reach the criterion of learning more rapidly?","abstract_html":"It is the purpose of the present study to determine the differential effects of the three primary semantic dimensions on the ability of Ss to solve a concept identification problem. It was hypothesized that the performance level, as measured by a criterion of learning ten successive responses containing no more than one error, time to completion, and the total number of errors, will be higher for Ss working on the evaluative dimension than for Ss working on the potency or activity dimensions. Two additional hypotheses were formulated in an attempt to answer the following questions: 1) Is the ability to identify concepts a function of verbal or mathematical ability?; and 2) Will those 'Who display a high level of verbal or mathematical ability reach the criterion of learning more rapidly?","abstract_has_math":false,"creators":["Edwards, Richard Eugene"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":null,"degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Max Zwanziger","Larry M. Sparks","Robert L. Hudson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1968,"date_issued":"1968-08-01T07:00:00Z","date_published":"1968-08-01T07:00:00Z","updated_at":"2026-07-24T01:37:15Z","subjects":["Psychology","Concepts","Cognition and Perception","Social and Behavioral Sciences"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/840","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Max Zwanziger","Larry M. Sparks","Robert L. 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It was hypothesized that the performance level, as measured by a criterion of learning ten successive responses containing no more than one error, time to completion, and the total number of errors, will be higher for Ss working on the evaluative dimension than for Ss working on the potency or activity dimensions. Two additional hypotheses were formulated in an attempt to answer the following questions: 1) Is the ability to identify concepts a function of verbal or mathematical ability?; and 2) Will those 'Who display a high level of verbal or mathematical ability reach the criterion of learning more rapidly?"]},{"key":"dc:title","label":"Title","values":["Concept Identification as a Function of three Semantic Dimensions"]}]}],"canonical_facts":{"dc:contributor":["Max Zwanziger","Larry M. Sparks","Robert L. Hudson"],"dc:creator":["Edwards, Richard Eugene"],"dc:description.abstract":["It is the purpose of the present study to determine the differential effects of the three primary semantic dimensions on the ability of Ss to solve a concept identification problem. It was hypothesized that the performance level, as measured by a criterion of learning ten successive responses containing no more than one error, time to completion, and the total number of errors, will be higher for Ss working on the evaluative dimension than for Ss working on the potency or activity dimensions. 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