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ERIC Number: ED138570
Record Type: Non-Journal
Publication Date: 1977-Apr
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Node Acquisition and Integration Technique: A Node-Link Based Teaching/Learning Strategy.
Diekhoff, George M.
This paper presents the results of three experiments conducted in connection with development of a node-link based teaching/learning strategy. In experiment 1, subjects were instructed to either define concepts selected from a unit of introductory psychology or to describe the relationships existing between pairs of concepts. The cognitive structures of subjects describing relationships were found to be more similar to those of experts in the field of psychology than were those of subjects that defined single concepts. However, confusion in the meaning of the term "relationship" indicated a need for a more structured approach to relationship description activity. One such approach, the Node Acquisition and Integration Technique (NAIT), was discussed in connection with experiment 2. In the first stage of NAIT, students complete relationship-guided "definition worksheets." Next, these definitions are elaborated through formation of mental images, generation of examples and applications, etc. Finally, "comparison worksheets" lead students through relationship-guided comparisons of pairs of previously completed definition worksheets in search of similarities, differences, and direct relationships between the compared concepts. Students then summarize the relationships thus discovered, an activity equivalent to the relationship description activity of Experiment 1, but built up through a series of well-defined steps. A preliminary assessment of NAIT indicated that it was more effective in enhancing episodic and integrative understanding than a no-treatment control. Experiment 3 discusses NAIT evaluation efforts in an ecologically valid college setting. (Author/MB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A