ERIC Number: ED024099
Record Type: RIE
Publication Date: 1968-Jun
Reference Count: 0
Concept Learning as a Function of the Type of Material and Type of Classification.
Ramsay, James G.
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 constructed. The figural stimuli were 16 H-patterns, the combinations of values of the four binary dimensions of color (red or green), size (large or small), number (one or two), and orientation (upright or tilted). the verbal stimuli were 16 nouns, four sets of four, which had been shown to be associated with four adjectival categories: hard-white, soft-white, hard-brown, and soft-brown. Tested were two hypotheses: (1) that the difficulty of three classifications would be an inverse function of the number of relevant dimensions composing the classifications, and (2) that figural instances would be more difficult to categorize correctly than verbal instances. The hypotheses were supported, but needed to be qualified because of significant interaction. Alternative interpretations of results are discussed. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.