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ERIC Number: ED067219
Record Type: RIE
Publication Date: 1970-Sep
Pages: 66
Abstractor: N/A
Reference Count: 0
The Effects of Information Concerning the Attributes of Concept Instances and Recall of Relevant Subconcepts on the Level of Mastery of Certain Geometric Concepts. Working Paper 45.
Marten, Barbara Jones
This paper is a master's thesis reporting research on the effects of two instructional variables, recall of relevant subconcepts and information regarding the attributes of the concept instances on immediate concept learning, transfer and retention. Three sets of instructions were written varying in the amount and type of information given. These instructions preceded five lessons dealing with geometric concepts. The subjects were 102 sixth-graders who were randomly assigned to one of five experimental groups which were defined by the content of the materials they received. Concepts were presented in a narrative style which was intended to be interesting to the students. After completion of the lessons, the students were given a test to measure initial acquisition of the concepts and transfer. Eighteen days later the same test was given to measure retention and delayed transfer. Data indicated that recall of relevant subconcepts did not have a significant effect on the specific immediate test, on the specific retention test, and on the immediate transfer test. There was a significant effect on the delayed transfer test. (FL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.