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| Klausmeier, Herbert J. | 4 |
| Buser, Robert L. | 1 |
| Gray, Jerry L. | 1 |
| Pufall, Peter B. | 1 |
| Reynolds, Richard J. | 1 |
| Rooze, Gene E. | 1 |
| Shumway, Richard J. | 1 |
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Peer reviewedBuser, Robert L.; Rooze, Gene E. – Elementary School Journal, 1970
Descriptors: Concept Formation, Generalization, Information Seeking, Learning
Peer reviewedPufall, Peter B. – Child Development, 1973
Children (N=45), who had failed to attain criterion on three tests of linear order, were trained under one of three conditions: reciprocity, reversibility, and discrimination. Under all three conditions children demonstrated learning during training and significant specific transfer effects; reversibility training led to generalized transfer to…
Descriptors: Concept Formation, Conservation (Concept), Generalization, Kindergarten Children
Peer reviewedGray, Jerry L. – Psychology in the Schools, 1974
Results show that children with flexible styles obtained higher performances on school learning measures than children who used consistent styles. Study results suggest feasibility of identifying children who tend to use a consistent conceptual style for the purposes of prescribing instructional methods and materials. (Author/PC)
Descriptors: Comparative Analysis, Concept Formation, Elementary School Students, Generalization
Peer reviewedShumway, Richard J. – Journal for Research in Mathematics Education, 1974
The effects of negative instances on the acquisition of the mathematical concepts of commutativity and associativity were examined. Also investigated were possible transfer effects that might result from the use of negative instances. For 64 ninth-grade subjects, results favored the treatments containing mixed instances and supported the transfer…
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Generalization
Download full textStasz, Cathleen; And Others – 1975
While previous research has demonstrated a correspondence between measures of instructional content and psychological structure due to learning, this research report examines whether individual learner differences affect this correspondence. Individuals of the field independence psychological structure were expected to impose greater structure and…
Descriptors: Concept Formation, Concept Teaching, Educational Research, Generalization
Reynolds, Richard J. – 1972
Piaget's notions about schema retention were examined using a sample of 384 disadvantaged four, five, and six year old children from a wide geographical area. The purpose was to examine the idea that schemas may be destroyed or modified by specific methods of interference using a retroactive inhibition model. Pictorial scenes were generated and…
Descriptors: Academic Achievement, Cognitive Processes, Concept Formation, Conceptual Schemes
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1974
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
