ERIC Number: ED055293
Record Type: RIE
Publication Date: 1971-May
Reference Count: 0
Instructions and Problem Shifts: Their implications for Theory in Concept Learning.
McHoes, L. N.; Block, Karen K.
The purpose of this study was to investigate the effects of hypothesis testing instructions compared to brief instructions on the speed of shift problem solution of grade school age subjects, in order to provide information on the development of hypothesis testing behavior in children and the sampling characteristics of hypothesis testing in these younger subjects. A second purpose was to apply models of analysis suggested by quantitative models of Concept Identification to the data from a traditional shift study with children, in order to provide some information regarding the processes which result in concept acquisition. Comparison of post-shift solution rates revealed that the effect of the detailed instructions was to decrease the difference between reversal (R) and non-reversal (NR) shifts in the predicted direction, and R shifts were still solved more quickly than NR shifts. Further analyses revealed that the data could not be accounted for by no-memory hypothesis sampling models. It is suggested that current developmental theories which can account for the relative difficulty of R and NR shifts be elaborated to quantitative models of children's concept learning. (Author/TA)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at Midwestern Psychological Association convention, Detroit, Mich., May 6-8, 1971