We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true…

Little research has examined the intersection of derived relations and observational learning, which may be an avenue by which an instructor can increase the total amount of learning while conserving instructional resources. In this study, we investigated this intersection in the context of teaching third-grade students…

The reduced interest of students in learning mathematics and consider mathematics to be a difficult subject to become a serious problem in Indonesia, especially in one of the provinces in Indonesia, namely in Lampung. The purpose of this study was to determine the effectiveness of the demonstration method assisted by Multiplication Board props to…

This study aims to find out the effect of activities and practices on concept education to help carry out activities to teach these concepts more effectively and permanently, and determine student preconceptions about the concepts related to the landforms in the 5th-grade social studies curriculum in the learning subdomain called "People,…

Field experience makes a strong contribution to the learning of students. However, the procedure for conducting training sessions based on experiential teaching methods is relatively unclear, and the contents and aspects of students' reflections during such training are not well known. This study applied experiential teaching methods in a college…

This paper reports on the trial of video excerpts of mathematics teaching used in teaching pre-service primary teachers in a four-year undergraduate teacher education degree program. After viewing a video excerpt of teaching a basic mathematics concept, pre-service teachers were asked to identify the focus of the lesson and aspects of the…

A comparison of 28 mildly mentally retarded children with 28 children of average intelligence (mean mental age six years) in learning conservation skills found both groups benefited from Direct Instruction methods, but retarded children acquired only pseudoconservation from Observational Learning methods. Their learning was not tenacious and did…

Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. The strategy of a longitudinal intervention study is detailed. This study is designed to determine the effects of implementing both the model of instructional programming for…

This study examined the relative influence of observation, feedback in training seriation, and imitative motor activity in facilitating conceptual development. (CM)

Twenty children (ages 5-6) with specific language impairment (SLI) were taught a nonlinguistic conceptual rule under imitation or modeling conditions. No intergroup differences were found between the extent of overall learning displayed. Performance of SLI children was not better under the imitation condition than under modeling. (Author/JDD)

Appraises the respective contribution of initial competence and of imitation of modeled response in the observational learning of conservation among first grade children. (HOD)

The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The…

Demonstrates that students who are taught physics concepts through active inquiry learn more readily than students taught the same concepts through vicarious inquiry method. Urges the active involvement of students in laboratory work. (LS)