Abstraction of contingency in concept learning

It is generally agreed that concept learning involves the abstraction of some general representation or schema. Just what is abstracted, however, and how it is used in the classification of sets of stimuli in the natural world or in the laboratory, remain outstanding questions. In this paper a hypothesis involving contingency abstraction is described as a possible solution to these questions. An experiment which manipulated measured contingency in a concept-learning task, and which offered empirical support for the hypothesis, is reported. The advantages of a contingency-abstraction theory of concept learning are briefly discussed.     

Communication accuracy as a function of information about the communicator

The accuracy with which Ss could identify the national governments referred to by a set of semantic-differential profiles was found to be significantly related to whether they were given true, false, or unspecific information concerning the source of the profiles. Contrary to hypothesis, attitude similarity between the Ss who constructed the profiles and those who interpreted them failed to enhance communication accuracy.