The attainment of concepts from figural and verbal instances, by individuals and pairs

The attainment of concepts from figural and verbal instances, by individuals and pairs [electronic resource] / Herbert J. Klausmeier and James G. Ramsay.

An attempt was made to clarify relationships between two variables taken from two major classes--a variable related to conditions of learning and a stimulus variable. Specifically, the study dealt with concept attainment by individuals and identified through figural or verbal instances. Performance...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Klausmeier, Herbert J.
Corporate Author: Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education
Other Authors: Ramsay, James G.
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1965.
Subjects:
Cognitive Processes.
College Students.
Concept Formation.
Concept Teaching.
Fundamental Concepts.
Group Activities.
Individual Activities.
Learning Processes.
Performance.
Performance Factors.
Research and Development Centers.
Responses.
Task Performance.
Verbal Learning.
Description
Summary:An attempt was made to clarify relationships between two variables taken from two major classes--a variable related to conditions of learning and a stimulus variable. Specifically, the study dealt with concept attainment by individuals and identified through figural or verbal instances. Performance was assessed with five dependent variables--time to criterion, total number of card choices, number of card choices to the first hypothesis, number of hypotheses offered, and number of attributes checked to the first hypothesis. It was found that pairs were in general equal or superior to individuals in attaining concepts. Subjects using figural material were equal to or better than those using verbal material in attaining concepts. When ordinal position of the concept in the sequence was plotted against three dependent variables, it was found that performance was poorest on the first concept, that it improved markedly on the second, and that improvement continued for the third and fourth concept, but at a slower rate. Problem sequences led to differences in performance as measured by time to criterion and number of hypotheses offered. Alternative explanations are suggested to account for the results. (jc)
Item Description:ERIC Document Number: ED010204.
Physical Description:22 p.

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