TY - JOUR
T1 - The effect of instructional set on hypotheses and behavior in concept formation
AU - Greenbaum, Charles W.
AU - Rakover, Sam
AU - Stein, Bernard
AU - Minkowich, Abram
PY - 1968/8
Y1 - 1968/8
N2 - In an attempt to provide a direct test of a theory of verbal control of behavior in a card-sorting situation, 24 University freshmen were given either a maximizing or a nonmaximizing instructional set. For 70.56% of the hypotheses emitted a probability of success was calculated; other hypotheses could not be reliably classified. For reliably classified hypotheses, the prediction of behavior based on probability of success of the hypothesis yielded correlations ranging from .816 to .975. When all hypotheses, including unclassifiable ones, were considered, correlations ranged from .539 to .825. Predictions based on probability of success were more accurate than those derived from the Dulany-O'Connell (1963) prediction formula; this was ascribed in part to differences in type of hypothesis used by Ss in the present study. No evidence for "dissociation" between hypotheses and placements was found, thus supporting Dulany's position that behavior in a verbal-conditioning situation is under the S's verbal control.
AB - In an attempt to provide a direct test of a theory of verbal control of behavior in a card-sorting situation, 24 University freshmen were given either a maximizing or a nonmaximizing instructional set. For 70.56% of the hypotheses emitted a probability of success was calculated; other hypotheses could not be reliably classified. For reliably classified hypotheses, the prediction of behavior based on probability of success of the hypothesis yielded correlations ranging from .816 to .975. When all hypotheses, including unclassifiable ones, were considered, correlations ranged from .539 to .825. Predictions based on probability of success were more accurate than those derived from the Dulany-O'Connell (1963) prediction formula; this was ascribed in part to differences in type of hypothesis used by Ss in the present study. No evidence for "dissociation" between hypotheses and placements was found, thus supporting Dulany's position that behavior in a verbal-conditioning situation is under the S's verbal control.
UR - http://www.scopus.com/inward/record.url?scp=49949126987&partnerID=8YFLogxK
U2 - 10.1016/S0022-5371(68)80145-8
DO - 10.1016/S0022-5371(68)80145-8
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AN - SCOPUS:49949126987
SN - 0022-5371
VL - 7
SP - 806
EP - 812
JO - Journal of Verbal Learning and Verbal Behavior
JF - Journal of Verbal Learning and Verbal Behavior
IS - 4
ER -