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ERIC Number: ED073942
Record Type: RIE
Publication Date: 1972-Nov
Pages: 120
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Number of Positive and Negative Instances, Concept Definition, and Emphasis of Relevant Attributes in the Attainment of Mathematical Concepts.
Feldman, Katherine Vorwerk
Three experiments were conducted to determine the effect of several instructional variables on concept attainment. In Experiment I, the effect of presenting a rationally chosen set of positive and negative instances was contrasted with the effect of presenting either a rationally chosen set of positive instances alone or two randomly selected positive instances. Experiment II modified the treatment by giving a concept definition in addition to teaching instances. In Experiment III the effect of presenting a rationally chosen set of positive and negative instances alone was compared with the effect of also including either a concept definition alone or a concept definition plus emphasis of relevant attributes. About 100 sixth grade students took a series of printed lessons dealing with geometric symmetry. Results showed that providing a rational set of positive and negative instances with a definition, or with a definition plus emphasis, was significantly more facilitative in promoting concept learning than the rational set alone, and that providing a rational set of instances with a definition and emphasis was not sifnificantly more facilitative than the rational set with definition alone. (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.