Concept Identification as a Function of three Semantic Dimensions

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?

Name thesis:degree_name

Master of Science (MS)

Discipline thesis:degree_discipline

Psychology

Year

1968

Author dc:creator

• Edwards, Richard Eugene

Contributors dc:contributor

• Max Zwanziger
• Larry M. Sparks
• Robert L. Hudson

• Psychology
• Concepts
• Cognition and Perception
• Social and Behavioral Sciences

Language dc:language

English

Repository record dc:identifier

https://digitalcommons.cwu.edu/etd/840

OAI identifier oai:identifier

oai:digitalcommons.cwu.edu:etd-1877