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ERIC Number: ED054482
Record Type: RIE
Publication Date: 1971-Mar
Pages: 99
Abstractor: N/A
Reference Count: 0
Concept Learning and Retention: Effects of Presentation Method and Learning Procedure for Different Intelligence Levels.
Murdock, Robert Lloyd
The effects and interactions of 3 variables on concept learning and retention were investigated: (1) method of stimulus presentation; (2) learning process; and (3) intellectual ability. One hundred and forty-four (144) 4th graders were divided into 4 groups, each of which was further subdivided into high, middle, and low intellectual ability levels. Each group was presented 3 school-like conceptual tasks to learn and retain. Treatment conditions included different combinations of inductive or deductive concept learning and simultaneous or successive stimulus presentation. Among the results are the following: (1) students, regardless of level of intelligence, learned concepts more effectively under the deductive process; (2) retention was found to be a function of how well a concept is learned and not of how it is learned; (3) mode of stimulus presentation was not found to be a differentiating variable; and (4) higher intellectual level students had higher learning and retention scores than those of lower intellectual levels. (Author/TL)
New York State ERIC Service, Room 468 EBA, State Education Dept., Albany, N.Y. 12224 (MF-$0.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: State Univ. of New York, Albany.