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Download full textRamsay, James G. – 1968
This reports the effects of the number of relevant stimulus dimensions and figural versus verbal stimuli on the concept learning ability of college students. Results force a consideration of mediational variables in explaining this form of cognitive learning. A set of verbal materials analogous to a set of dimensionalized figural materials was…
Descriptors: Cognitive Processes, College Students, Concept Formation, Learning Processes
Eggen, Paul; Kauchak, Don – 1976
The effect of supplementary questions on learning from textual materials was investigated in a sample of 94 college juniors. Each subject was given a 1,500-word passage describing the concept of measurement. One treatment group was asked to identify characteristics of the concept; another was asked to identify examples from the text; a third…
Descriptors: College Students, Concept Formation, Higher Education, Learning Processes
Peer reviewedSaltz, Eli; Dunin-Markiewicz, Aleksandra – Journal of Experimental Child Psychology, 1978
Descriptors: Age Differences, Cognitive Processes, College Students, Concept Formation
Peer reviewedClement, David E. – Journal of Social Psychology, 1971
Descriptors: Academic Achievement, College Students, Concept Formation, Group Discussion
KLAUSMEIER, HERBERT J.; RAMSAY, JAMES G. – 1965
AN ATTEMPT WAS MADE TO CLARIFY RELATIONSHIPS BETWEEN TWO VARIABLES TAKEN FROM TWO MAJOR CLASSES--A VARIABLE RELATED TO CONDITIONS OF LEARNING AND A STIMULUS VARIABLE. SPECIFICALLY, THE STUDY DEALT WITH CONCEPT ATTAINMENT BY INDIVIDUALS AND IDENTIFIED THROUGH FIGURAL OR VERBAL INSTANCES. PERFORMANCE WAS ASSESSED WITH FIVE DEPENDENT VARIABLES--TIME…
Descriptors: Cognitive Processes, College Students, Concept Formation, Concept Teaching
