A major purpose of this study was to investigate the formation of concepts under different postfeedback conditions in order to assess between hypothesis-testing theories and S-R associational models. Postfeedback conditions were made contingent on the correctness of S‘s response. 288 college students learned conjunctive concepts of varied complexity. The results supported “S-R associational hypothesis” and, in addition, the length of postfeedback interval did not affect acquisition of concepts.
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