ERIC Number: ED118213
Record Type: Non-Journal
Publication Date: 1975-Apr-12
Reference Count: N/A
The Facilitation of Class-Inclusion by Use of Multiple Comparisons and Two-Class Perceptual Displays.
Isen, Alice M.; And Others
This paper reports two experiments which examined processes involved in children's ability to solve class inclusion problems of the form, "Are there more A' (subclass) or more A (class)?" In the first experiment a total of 216 children in age groups 5, 7 and 9 years were placed in three conditions which were designed to distinguish performance on single and double class inclusion problems (involving implicit and explicit partitioning) and to examine subsequent transfer of experience with the double class display procedure when the child returned to the traditional one-class setting. Findings support the position that certain perceptual contexts are more likely to induce the child to perceive the class rather than merely the subclasses. Overall transfer results also showed improvement but gave no significant effects for explicit compared with implicit partioning of the double class display. Experiment 2 placed into two conditions a total of 120 children in age groups 5, 7 and 9 years, each condition comprising three consecutive tests designed to test the effect of intervening double class problems on Test 2 performance and on Test 3 transfer effects. Anticipated improvements were demonstrated. Comparison of data from each experiment suggests that class inclusion is not what is at issue in part-whole comparisons. A general process description of what occurs in class inclusion problems is offered. (GO)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Bethesda, MD.
Authoring Institution: N/A