DEVELOPMENTALLY DEFINED OBVIOUSNESS IN CONCEPT FORMATION TASKS

Measured the performance of 64 5- and 6-yr-old children on 4 concept-formation tasks: (1) number as the relevant dimension with size as a partial cue, (2) number without size, (3) size as the relevant dimension with number as a partial cue, and (4) size without number. Results reflect an interaction between obviousness and partially confounded reinforcement as obtained in studies which manipulate stimulus variables. This result is considered an experimental confirmation and elaboration of the fact that size comes earlier in development than number and that the effects of this difference extend to more complex phenomena of learning. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.