Field Independence in Concept Attainment

Abstract

Concept-attainment tasks in which the stimulus materials are composed of several perceptual attributes appear to require differentiation of the stimulus complex or the cognitive capacity of field independence. High and low field-independent females were compared on performance of a concept-attainment task. The high field-independent Ss were significantly more efficient as measured by number of choices to solution, number of incorrect verbalizations, and thoroughness with which attributes were tested. These Ss also demonstrated greater readiness to accept the irrelevance of attribute values of an initial exemplar of the concept. General intelligence was ruled out as a possible explanation of these differences.

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