Model and Observer Learning of Low, Medium, and High Level Concepts

Abstract

Low (conjunctive), medium (disjunctive), and high (biconditional) level concept attainment problems were used to assess whether high level versus low and/or medium difficulty concept rules yield less positive transfer for observers than models. Direct learning and transfer of models were compared with vicarious learning and transfer of observers. 30 subjects in the latter condition observed 30 yoked models solve the initial problem before solving the intrarule-transfer task themselves. Conjunctive results were similar for models and observers with efficient solution occurring for both. However, greater positive transfer was apparent for models than observers in the biconditional task. Significant positive transfer occurred for both models and observers attaining the disjunctive rule.