The interactive effects of intelligence and anxiety on the formation of disjunctive concepts
This study was intended to investigate the interactive effects of intelligence and anxiety on the formation of disjunctive concepts. It was hypothesized that high intelligence, low anxious subjects would form more correct concepts, make fewer errors in the process of forming the concept, and partic...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://cardinalscholar.bsu.edu/handle/handle/180440 http://liblink.bsu.edu/uhtbin/catkey/415238 |
| Summary: | This study was intended to investigate the interactive effects of intelligence and anxiety on the formation of disjunctive concepts. It was hypothesized that high intelligence, low anxious subjects would form more correct concepts, make fewer errors in the process of forming the concept, and particularly fewer errors of inclusion. The results dictated that all three hypotheses be rejected. Only a small number of subjects arrived at the correct concept, and for this reason it was concluded that the task was too difficult. It was also concluded that because the task appeared to be too difficult, potential significant effects may have been obscured. |
|---|