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Download full textHoutz, John C.; And Others – 1972
The effects of 2 different types of positive and negative instances in learning "non-dimensioned" concepts were investigated. "Non-dimensioned" concepts are defined only by the presence or absence of distinct attributes. One-hundred-seventy-one 8th graders were given series of all positive or alternating positive and negative instances. Series of…
Descriptors: Concept Formation, Learning, Performance Factors, Relevance (Education)
Peer reviewedSanders, Jo Ann Clawson; And Others – Developmental Psychology, 1975
A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. (JMB)
Descriptors: Cognitive Development, Concept Formation, Older Adults, Operant Conditioning
Blaine, Daniel D.; Dunham, Jack L. – 1971
Previous research has shown that sequences in which instances from the same category appear successively facilitate performance in concept attainment. This could be due to subjects adopting strategies which involve comparisons of instances from within the same category. However, if subjects were to adopt a strategy involving comparisons of…
Descriptors: Abstract Reasoning, Cognitive Processes, Concept Formation, Concept Teaching
Peer reviewedTennyson, Carol L.; And Others – Journal of Educational Psychology, 1980
Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner…
Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis
HAUGHEY, BETTY E.; SHORT, JERRY – 1966
TWO STRATEGIES FOR TEACHING MULTIPLE-DISCRIMINATION TASKS WERE REPORTED. THE "MULTIPLE CONCEPT" PRESENTS SIMPLE DESCRIPTIONS OF SEVERAL RELATED CONCEPTS AT THE BEGINNING OF INSTRUCTION. INCREASINGLY COMPLEX MATERIAL PERTAINING TO THESE CONCEPTS IS THEN GRADUALLY INTRODUCED. THE "SINGLE CONCEPT" PRESENTS ONE CONCEPT AT A TIME,…
Descriptors: Comparative Analysis, Concept Formation, Concept Teaching, Discrimination Learning
