ERIC Number: ED256304
Record Type: RIE
Publication Date: 1985-Jan
Reference Count: 0
The Effect of System-Assigned Exemplar-Comparison Strategies on Acquisition of Coordinate Concepts.
Allen, Brockenbrough S.
The feasibility of guiding students of moderate aptitude to select appropriate learning strategies while they are learning an imaginary classification system was investigated in a study that contrasted the effect of system-assigned strategies for learning concepts with strategies selected by students. Subject-matter content was based on a set of imaginary particle systems similar to atoms or molecules. The classification system consisted of 10 major categories and encompassed approximately 200,000 unique instances. Subjects were 39 volunteers from a continuation high school, who used a computer program to explore the organization of the classification system by selecting and viewing paired examples of defined concepts and who received varied strategy recommendations. In the computer system-assigned strategy treatment, students were given strategies for selecting matched examples and non-examples of concepts, remembering concept attributes, and reviewing concept definitions. In the student-assigned strategy treatment, students received non-directive placebo instructions. A 30-item classification post-test, administered immediately after program use, measured concept acquisition. Results showed a borderline treatment effect favoring the system-assigned strategies. (Author/LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Anaheim, CA, January 17-23, 1985). For entire proceedings, see IR 011 621.