ERIC Number: ED085684
Record Type: RIE
Publication Date: 1973-Aug
Reference Count: 0
The Effects of Two Kinds of Definition on the Concept Attainment of Fourth- and Eighth-Grade Students.
Feldman, Katherine Vorwerk; Klausmeier, Herbert J.
To determine the effects of the amount and type of information supplied by a concept definition, fourth and eighth graders were presented with one of two definitions: a "technical" definition which precisely specified all defining attributes of the concept, and a "common usage" definition from a children's dictionary which did not specify all defining attributes. Fourth graders were found to perform significantly better on a classification task with the common usage definition than with the technical definition, while eighth graders performed better with the technical than the common usage. It was concluded that for younger students it is more important to provide a definition written at an appropriate level than a definition which completely specifies the concept's defining attributes. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Research Component, Conditions of School Learning and Instructional Strategies