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ERIC Number: ED054482
Record Type: RIE
Publication Date: 1971-Mar
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)
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Deduction, Elementary School Students, Induction, Intelligence, Intelligence Differences, Learning, Learning Processes
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
Authoring Institution: State Univ. of New York, Albany.