ERIC Number: ED041349
Record Type: RIE
Publication Date: 1970-Jun
Reference Count: 0
Definitional Versus Conceptual Learning. Final Report.
Swinth, Robert L.
The basic tenet of Programed Instruction (PI), that learning occurs best when knowledge is imparted in small increments, appears to apply to associative rather than deductive process. One may best learn definitions via association, and best learn inference via unified understandings. This hypothesis was tested by structuring two modes of presentation for a topic in economics, a PI package and a test. Two subject groups each received one of the presentations. No differences were noted between group performances. While the hypothesis that subjects learning by the text approach would do better on inferential questions and subjects learning by PI would do better on definitions was not confirmed, sex differences were noted. Males performed better using the text while females did better using PI. All subjects performed poorly on inferential questions indicating that people must be specifically and explicitly taught deductive reasoning. (The latter was not done in the text used in this study). (Author/CJ)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. School of Business.