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Ss received three successive problems employing different relevant attributes but based on the same abstract classification rule. Instructions indicated which attributes were relevant for each problem leaving only the type of classification rule to be learned. increasing the number of irrelevant dimensions from two to four increased difficulty for the first of the three problems. Requiring Ss to verbalize a reason for each choice before making it facilitated solution especially for Problem 1.

The effect of number of irrelevant stimulus dimensions, verbalization, and sex on learning biconditional classification rules