Effects of active training upon conjunctive concept attainment in children.

Examined the performance of 48 3rd graders given no feedback as to the correctness of their hypotheses, on color-, number-, and size-dominant conjunctive concept problems. Each of 3 active training groups solved a training problem involving 1 stimulus dimension. A control group received only verbal instructions. Results of repeated-measures analyses of variance for both behavioral and verbal attainment indicate that (a) fewer trials to solution were required by active training groups (p