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Effects of Concept Instance Sequence as a Function of Stage Learning and Learner Strategy
Peer reviewed Peer reviewed
Sanders, Nicholas M.; And Others – Journal of Educational Psychology, 1972
Differences in the rate of successive acquisition of four concepts as a result of two presentation conditions and their interaction with the learner's preferred strategy was investigated. (Authors)
Descriptors: Concept Formation, Interaction Process Analysis, Learning Processes, Reaction Time
Some Aspects of the Correspondence between Content Structure and Cognitive Structure in Physics Instruction
Peer reviewed Peer reviewed
Shavelson, R. J. – Journal of Educational Psychology, 1972
Purpose of this study was to examine the correspondence between digraph analysis of content structure and word associations. (Author)
Descriptors: Associative Learning, Cognitive Processes, Concept Formation, High School Students
Antecedents and Consequences of Verbal Disagreements during Small-Group Learning.
Peer reviewed Peer reviewed
Lindow, Janet A.; And Others – Journal of Educational Psychology, 1985
Controversy, an aspect of small-group interactions, was investigated in 10 mixed-ability, mixed-sex, elementary math groups through analysis of dissension episodes. Results showed that boys and higher-ability students had significantly more prevailing answers and demonstrations. (Author/LMO)
Descriptors: Academic Ability, Cognitive Development, Dissent, Group Dynamics