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ERIC Number: ED053436
Record Type: RIE
Publication Date: 1971-Sep
Pages: 106
Abstractor: N/A
Reference Count: 0
Learning and Transfer in Concept Identification as a Function of Concept Rule, Saliency, and Stimulus Variety. Final Report.
Borich, Gary D.
A Study was conducted to determine the effects of saliency, concept rule, and stimulus variety upon number of trials to solution and focusing strategy. A prediction of special interest was that there would be a concept rule x saliency interaction. A 2 x 2 x 3 design combined concept rule (conjunctive, inclusive disjunctive), saliency ("high" and "low" determined by mean performance of "SS" in preliminary research), and stimulus variety (intradimensional shift, interdimensional shift, and no shift). Sixty college students completed a warm-up problem, a training problem, a shift problem (or no shift in the case of controls), and a transfer-to-new-stimuli problem. Dependent measures were analyzed. Focusing measures represented a technique for separating aptitude and attentional factors in concept learning. Results suggest that (1) traditional expectations of the conjunctive rule, which indicate that the most direct test yields the greatest information, do not apply to 2-dimension concept attainment tasks; and (2) greatest focusing on a transfer task can be achieved with small shift paradigms (change in solution only). Methodological implications include application of regression analyses to focus strategy research. (Author/TA)
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: Indiana Univ., Bloomington. Inst. for Child Study.