Continuous-Discontinuous Concept Attainment as a Function of Individual Differences in Cognitive Style

Abstract

Continuities and discontinuities in concept learning were studied in 30 white, male, middle socio-economic level, kindergarten children differentiated with respect to field independent-field dependent cognitive style. The children, homogeneous as to age and Verbal IQ, were presented with a two-choice simultaneous discrimination problem. Backward learning curves from the last error before criterion were constructed. As predicted, the learning curve for the field-independent group was characterized by discontinuity over precriterion trials, with no statistical dependence from one trial to the next. The curve for field-dependent Ss exhibited marked continuity, with significant departures from stationarity, and significant dependence in learning from one trial to the next. The results were interpreted in light of the incremental and mediational models of concept learning, and highlights the use of perceptual orientations in the formation of mediators as a developmental function.

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