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The present study is one of a series concerned with an attempt to relate S-R theory to human reasoning behavior. The empirical problem investigated was a specific one related to concept formation behavior in a conventional card-sorting situation. It sought to determine the influence the learning of simple concepts had upon the learning of compound concepts which involved combinations of simple concepts. An example of a simple concept would require sorting a series of cards by the color of the figures on them. Another simple concept would require Ss to sort the cards according to the size of figures. A compound concept would involve sorting on the basis of both size and color.Our experimental design involved three groups, each required to learn two simple concepts successively. Following this, each group was re-1 Editor's note: This article was submitted originally on April 20, 1953, and in substantially the present form. It was returned to the authors for certain revisions; through an unfortunate accident the Editor delayed action on the revised manuscript for about nine months, and the present manuscript was not received until June 28, 1954. Therefore, this article is published out of turn, in terms of the stated date of receipt, in order to rectify in part the errors of the past.

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