The predictive value of cognitive strategies on behaviour was investigated in a classification task. This was similar to usual concept learning tasks but a possibility to deductive solution was provided together with the customary possibility to inductive solution. The results showed that improvement was dependent on the efficiency of the strategy. The theoretical interpretation of the results was that the learning of complex tasks depends upon hypothesis testing activity in the subject rather than on automatic S‐R‐connections.

Lindahl, M.‐B. On transitions from perceptual to conceptual learning. Scand. J. Psychol., 1968, 9, 206–214.—In a classification problem subjects showed to prefer perceptually determined solutions to conceptually determined ones, although both types were objectively possible and equally rewarding. With decreasing saliency of defining attributes increasing numbers of subjects adopted conceptually determined solutions, however. The results were discussed in relation to a non‐formal information‐processing mo del and a postulated perceptual‐conceptual dimension of functioning.

Abstract.— The effect on concept learning of the intra‐class variability of the relevant values of the instances was investigated. 20 subjects took part, and two ranges of the concerned intraclass variability, one about twice the other, were used. Depending upon the learning strategy used by the subjects the smaller intraclass variability was shown to have a limited facilitating effect on concept learning. Some facilitation thus occurred when strategies involved a rather unselective attention to the appearance characteristics of the instances but not when they involved selective focusing on these characteristics, or on elements of relevant knowledge established pre‐experimentally. The results were discussed in relation both to relevant S‐R‐conceptions and information processing models of concept learning. It was concluded that automatic generalization as described in S‐R‐theories might have to be integrated into the information processing models for some categories of learning.

LINDAHL, M.‐B. Strategy modification in concept learning as a function of intradimensional variability. Scand. J. Psychol., 1971, 12, 90–98.–60 subjects took part in a concept‐learning‐like task, where the independent variable was the intradimensional variability of the instances and the dependent variable was the type of strategy adopted by the subjects. Two main types of strategy were used by the subjects: one based on subtle cues and in principle requiring only one instance to lead to solution (conceptual‐deductive strategy) and one based on salient cues and requiring a number of instances for solution (perceptual‐inductive strategy). Adoptions of a conceptual‐deductive type of strategy were shown to be significantly more frequent, when the variability was large than when it was small. It was concluded that the intradimensional variability of the instances influenced the subjects' choice of strategy in a seemingly rational way. This type of strategy modification was considered to be in line with theories describing concept learning as a sequence of, in principle, rational decisions.

Abstract.— Thirty subjects took part in a concept‐learning‐like experiment with instances. the values of which varied continuously intradimensionally, which in turn resulted in continuously varyicg intradimensional differences between instances belonging to different classes. The results were construed as supporting the hypothesis that with subjects attending selectively to specific before‐the‐eyes characteristics of the instances, one hypotheses testing routine may be described as follows: Step 1: The subjects select and test intradimensional differences for relevance in the order of their relative sizes, and Step 2: on finding some such differences presumably relevant proceed to hypothesize midpoints or other easily registerable points on the involved dimension as class borders. This routine was thought to integrate various lines of thought within concept learning dealing with the effects on learning of intradimensional value separation, “obviousness” and relative frequencies of relevant attributes. It was also thought to represent a memory structure, and its relevance to some reasonings within memory research was pointed out.