ERIC Number: ED032112
Record Type: RIE
Publication Date: 1969
Reference Count: 0
The Utilizations of Concrete, Functional, and Designative Concepts in Multiple Classification.
Parker, Ronald K.; Halbrook, Mary Carol
In order to investigate developmental changes in multiple classification, a matrix task was administered to 80 kindergarten first, second, and third grade children. Correct solution of the incomplete matrices, comprised of three pictures in a row and three pictures in a column meeting at a blank intersection, required identification and combination of the common attributes of the row and the column. Concrete, functional, and designative concepts were used in construction of the matrices. Results indicated performance improvement with grade level and a significant interaction between grade and type of matrix. This interaction means that development of the ability to classify the three types of concepts occurs in chronological order: first, concrete, then funcational, and finally, designative. In general, when errors were made, children seemed to choose the picture representing the type of concept (concrete, functional, or designative) shown by object-sorting studies to be the most frequent mode of categorization. The time required to respond decreased with practice and was negatively correlated with correct matrix solution. Further research should focus on developing a training program for the prerequisite skills necessary to solve the matrices. [Not available in hard copy due to marginal legibility of original document]. (MH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida State Univ., Tallahassee. Dept. of Psychology.