Studies in concept attainment: III. Effect of instructions at two levels of intelligence.

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Abstract
A concept attainment task was presented under general and explicit instructions to Ss 6, 10, and 14 yr. of age, divided into two intelligence groups. The results were analyzed in terms of three measures: errors, number of Ss who achieved the criterion of success, and number of Ss who verbalized the concept correctly. Under nonspecific instructions superior intelligence was associated with more effective concept attainment on three measures of performance, but under explicit instructions Ss of average intelligence improved while those of superior intelligence remained unchanged. Apparently, superior intelligence gave Ss an advantage in the problem finding phase of the task, but not in actual problem solution. Performance improved throughout the age range studied. There was no evidence for improved problem finding ability between ages 6 and 10 yr., and it was difficult to evaluate the data for the 14-yr-olds. It appears, therefore, that problem solving ability, but probably not problem finding ability, increases within the age range studied.

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