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ERIC Number: ED019719
Record Type: RIE
Publication Date: 1968-Mar
Pages: 210
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
STRATEGIES AND COGNITIVE PROCESSES IN CONCEPT LEARNING. FINAL REPORT.
KLAUSMEIER, HERBERT J.; AND OTHERS
THE NATURE OF A CONCEPT WAS EXPLICATED IN TERMS OF FOUR CHARACTERISTICS--DEFINABILITY, STRUCTURE, PSYCHOLOGICAL MEANINGFULNESS AND UTILITY. A CONCEPT LEARNING STRATEGY WAS SEEN TO BE COMPRISED OF THREE SETS OF COGNITIVE PROCESSES--(1) ANALYZING SITUATION, (2) SECURING INFORMATION, AND (3) PROCESSING INFORMATION. A SERIES OF 19 CONTROLLED EXPERIMENTS AND FACTOR-ANALYTIC STUDIES WAS CARRIED OUT TO CLARIFY THE NATURE OF CONCEPT LEARNING STRATEGIES AND THEIR COMPONENT COGNITIVE PROCESSES. A TOTAL OF 2,062 ELEMENTARY, HIGH SCHOOL, AND UNIVERSITY STUDENTS SERVED AS SUBJECTS. INSTRUCTIONS FORMULATED TO ENABLE SUBJECTS TO COGNIZE THE ATTRIBUTES OF THE CONCEPT POPULATION AND THE RULE JOINING THE ATTRIBUTES, AND TO DRAW CORRECT INFERENCES FROM POSITIVE AND NEGATIVE CONCEPT INSTANCES FACILITATED CONCEPT LEARNING. SUBJECTS OFFERED HYPOTHESES IN A SYSTEMATIC PREDICTABLE PATTERN RELATED TO THE INFORMATION FEEDBACK WHICH THEY HAD RECEIVED. SUCCESSIVE PRESENTATION OF CONCEPT INSTANCES, RANDOM ORDER OF INSTANCE RECALL, AND SHORTER STIMULUS EXPOSURE TIME (VARIABLES ASSUMED TO INCREASE MEMORY LOAD) RESULTED IN POORER RETENTION SCORES. HIGH-ANALYTICAL SUBJECTS WERE SUPERIOR TO LOW-ANALYTICAL SUBJECTS IN ABILITY TO PROCESS INFORMATION AND ATTAIN CONCEPTS. FACTOR-ANALYTIC STUDIES RELATED AN INDUCTION FACTOR TO CONCEPT-ATTAINMENT TASKS, AND SUGGESTED THAT MORE COMPLEX CONCEPT LEARNING TASKS REQUIRE HIGHER-LEVEL ABILITIES THAN SIMPLER TASKS. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: N/A