Exploration of upper limits of task complexity in concept identification of males and females in individual and social conditions

Abstract

This study explored limits of male and female Ss in abstracting relevant information in concept identification (CI) problems when learning alone or in pairs. CI was least difficult in free interaction where Ss were free to verbalize their hypotheses. Females' concept learning improved with increased irrelevant information whereas males' performance worsened. Ss showed evidence of learning at both complexity levels indicating limits were not reached.