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ERIC Number: ED024331
Record Type: RIE
Publication Date: 1968-May
Pages: 65
Abstractor: N/A
Reference Count: 0
Relationships Between Concept Learning and Selected Ability Test Variables for an Adult Population. Report from the Project on Situational Variables and Efficiency of Concept Learning.
Jones, Dorothy L.
This investigation examined in the laboratory the type of learning commonly found in the school situation--the formalized acquisition of concepts. A verbal concept-learning task suitable for college students was devised which permitted the externalizing and quantifying of behavior at 6 points in the learning process. A pilot study evaluated the effects of 4 experimental conditions on learning. One of the conditions, described as "postulates removed, no feedback" was employed in the factor-analytic study. The learning task and 16 nonarbitrarily selected ability tests purporting to measure reasoning, memory, and verbal factors were administered to 102 college women. Two major conclusions were (1) that the psychological constructs underlying the learning task are an ability to make multiple discriminations and an ability to respond to stimulus items as representatives of a class rather than as individual entities and (2) that the pattern of loadings on each task factor is evidence of an occurrence of learning. The type of learning is specific to the learning task and the abilities isolated by it. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.