The effect of the relevancy of an observation stimulus on second learning in concept identification

Transfer effects of an observation stimulus as a function of its relevancy

“…An earlier study (Simon & Jackson, 1968) showed that when a dot was used as an observation stimulus (SO) and was introduced in a concept·identification learning task, it significantly facilitated learning if it was relevant (RSO), Le., occurred over the relevant dimension, and significantly retarded learning if it was irrelevant (ISO), Le., occurred over an irrelevant dimension. This effect also occurred when the SO was introduced for the first time in a second learning task, Le., after S was familiar with the task (Simon & Jackson, 1967). What would happen if an So were present on every trial during a series of learning tasks?…”

“…If Ss operated rationally, they should be able to achieve one·trial learning by the second or third leaming task. A group having an ISO should show some improvement on a "learning·to·learn" basis (Simon & Jackson, 1967). After an So became identified as an ISo, it would identify one of the irrelevant variables.…”