112 college students identified a series of 6 concepts from 2 ordered arrays of 64 cards each. Ss worked first on an array containing figural material (FM) and then with verbal material (VM). Two levels of relevant and irrelevant information were used and the FM concepts were at 2 levels of salience. The number of relevant dimensions proved to be a significant variable on the VM. on the FM, the salient concept was identified more quickly than the less salient. Ss found the tasks much easier if information was presented to them than if they had to select and remember instances.
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