Using the selection paradigm, 120 undergraduates identified the relevant attributes of either a unidimensional, conjunctive, or disjunctive concept, working either under standard conditions or with a hypothesis required after each selection. Results show that requiring hypotheses facilitated solution of the conjunctive and disjunctive concepts while having no effect on attainment of the unidimensional concept. Analyses were made of the stimulus sequences selected by Ss, but no differences between working conditions were found. It is suggested that requiring hypotheses leads to more efficient use of the information available. Problems involved in obtaining evidence concerning this interpretation are discussed. (22 ref)