ERIC Number: ED029690
Record Type: Non-Journal
Publication Date: 1969-Feb
Reference Count: N/A
Effect of Variety on the Learning of a Social Studies Concept by Preschool Children.
Schwab, Lynne; Stern, Carolyn
Fifty-four 5-year-old Head Start children participated in a study of the effect of varied versus repeated training on the development of the ability to categorize and transfer learning. The children were grouped according to chronological age and results of a mastery test and the Peabody Picture Vocabulary Test. Work categories translated into single verbs, such as "sell" or "clean," were used in an instructional pattern involving two frames. The first frame contained a single stimulus picture of a specific kind of worker, and the second frame contained three pictures of different kinds of workers. After commentary, the children were asked to match the worker in frame one with the worker who was doing the same kind of work in frame two. Different instructional treatments involved number and variety of instances presented in these matching-to-sample tests. When the children's results on mastery, near-transfer, and far-transfer tests were compared, it was found that if the number of categories were held constant and if the instances were either varied or repeated, the children trained with greater variety rather than greater repetition were superior on the transfer to new instances test. There were no significant differences among groups on the other measures. (MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test