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Summary
The relative influence of three degrees of instance contiguity (mixed, mixed-by-dimension, and nonmixed) and two orders of presentation (simple-to-complex, and complex-to-simple) on subject's proficiency at identifying nine concepts was examined. The concepts could be classified along one of three relevant dimensions (object, form, and number) and varied in difficulty so that object concepts were easier than forms, and forms were easier than numbers.
Forty-eight college students served as subjects, and were presented 18 positive instances of each concept in one of six treatment combinations. Performance across three trial blocks (each block encompassing concept instances relevant to one dimension) was examined in conjunction with contiguity and presentation order.
Analysis of variance revealed significance for order (p < .001), trials (p < .025), Trials x order (p < .001), and the residual (p < .05). Order differences within each trial block were greatest under nonmixed and least under mixed-by-dimension contiguity conditions. A two-stage mediation hypothesis was advanced to account for these results.