ERIC Number: ED040747
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Rule and Attribute Learning in the Use and Identification of Concepts with Young Disadvantaged Children.
This study assessed the value of teaching young children the relevant attributes of a concept and the conceptual rule by which the attributes are organized. It was hypothesized that only if children had prior knowledge of both components could they follow instructions designed to teach a new concept. It was further hypothesized that children who learned to follow instructions involving a new rule would be superior at discovering this rule in a concept identification or inductive learning problem. Sixty Head Start 4-year-olds who could follow directions but did not know the components to be taught were randomly assigned to 1 of 4 treatment groups: (1) learned the new rule, (2) learned new attributes, (3) learned both rule and attributes, and (4) control. Results of pre- and post-tests on concept utilization and concept identification indicated that the experimental groups performed better than the control group if and only if the children had learned both components before or during the experiment. Transfer of the new rule to the concept identification problem was demonstrated for the Rule Learning group, but not for the Rule and Attribute Learning group. (MH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for Head Start Evaluation and Research.