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ERIC Number: ED073941
Record Type: RIE
Publication Date: 1971-Nov
Pages: 19
Abstractor: N/A
Reference Count: 0
Long-Term Retention of Simple Concepts.
Bourne, Lyle E., Jr.
Conceptual problems were administered in two formats, rule learning and attribute identification, to 192 college students. The stimulus patterns were gemoetric designs. Results showed that bidimensional concepts about the patterns were retained nearly perfectly up through periods of one week, without intevening practice. The one exception was concepts based on the rule "if x, then y" learned in the attribute identification paradigm; the difficulty appeared to be traceable to the asymmetry of the conditional rule and to the greater susceptibility of relevant stimulus attributes than conceptual rules themselves to forgetting. (Author/DT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Research and Development Centers Branch.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.