The present study was similar to that of Guy et al. (1966), since it was designed to evaluate the hypothesis and cue-conditioning models of concept learning. However, there were three major differences. First, three age groups were tested in an effort to determine whether there were age-related differences in learning strategies. Second, the added cue was placed directly on the stimulus figure rather than in the background surrounding the figure. Third, the stimulus objects were less complex since they represented pictures of animals and articles of clothing instead of geometric designs.
","abstract_html":"<p>The present study was similar to that of Guy et al. (1966), since it was designed to evaluate the hypothesis and cue-conditioning models of concept learning. However, there were three major differences. First, three age groups were tested in an effort to determine whether there were age-related differences in learning strategies. Second, the added cue was placed directly on the stimulus figure rather than in the background surrounding the figure. Third, the stimulus objects were less complex since they represented pictures of animals and articles of clothing instead of geometric designs.</p>","abstract_has_math":false,"creators":["Simonson, Ingrid I."],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Don E. Guy","Philip Tolin","Max Zwanziger"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1970,"date_issued":"1970-01-01T08:00:00Z","date_published":"1970-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:54Z","subjects":["extradimensional shift","concept identification","learning outcomes","cue-conditioning","Early Childhood Education","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/1520","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Don E. Guy","Philip Tolin","Max Zwanziger"]},{"key":"dc:creator","label":"Author","values":["Simonson, Ingrid I."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-25T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["extradimensional shift","concept identification","learning outcomes","cue-conditioning","Early Childhood Education","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/1520"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study was similar to that of Guy et al. (1966), since it was designed to evaluate the hypothesis and cue-conditioning models of concept learning. However, there were three major differences. First, three age groups were tested in an effort to determine whether there were age-related differences in learning strategies. Second, the added cue was placed directly on the stimulus figure rather than in the background surrounding the figure. Third, the stimulus objects were less complex since they represented pictures of animals and articles of clothing instead of geometric designs.
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