ERIC Number: ED035956
Record Type: RIE
Publication Date: 1969-Apr
Reference Count: 0
Optimizing the Response to A Concept Attainment Test Through Sequential Classroom Experimentation. Technical Report No. 85.
Remstad, Robert C.; And Others
This study tested the possibility of using the optimization techniques of the response surface model in maximizing the response to a concept learning task. A secondary purpose was the investigation of the extent to which findings from concept learning experiments in laboratory settings would generalize to the learning of types of concepts typically taught in school. The concept learning tasks used consisted of the learning of a series of plane geometry concepts. A sequence of 16 experiments were run using fifth grade children from 16 small town elementary schools. While the sequence of experiments did not prove long enough to produce a maximum response, the following results were obtained. The variables of verbal cue, time per slide (visual), and ratio of positive to negative instances produced the greatest increments in response. The design did move in a direction of a maximal response, although not as rapidly as expected. Desirable features of this experimental approach, such as the ability to expand or contract the number of variables, were demonstrated. (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.