Visual Concept Attainment as Affected by Stimulus Complexity and Selected Communicator Strategies [electronic resource] / Paul A. Scholl.
With the advent of multi-screen capability in multi-media communication centers, it is possible to control the visual learning environment in a number of interesting ways. The basic assumption implicit in the concept of the multiple-image presentation is that it increases learning. A study tested th...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1967.
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| Subjects: |
MARC
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| 100 | 1 | |a Scholl, Paul A. | |
| 245 | 1 | 0 | |a Visual Concept Attainment as Affected by Stimulus Complexity and Selected Communicator Strategies |h [electronic resource] / |c Paul A. Scholl. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1967. | ||
| 300 | |a 8 p. | ||
| 500 | |a ERIC Document Number: ED064879. | ||
| 500 | |a ERIC Note: Paper presented at the Department of Audiovisual Instruction (AECT) Annual Convention (Atlantic City, New Jersey, April 2-6, 1967). |5 ericd. | ||
| 520 | |a With the advent of multi-screen capability in multi-media communication centers, it is possible to control the visual learning environment in a number of interesting ways. The basic assumption implicit in the concept of the multiple-image presentation is that it increases learning. A study tested the effect on learning of single- and multiple-image presentations as they related to two levels of stimulus complexity of a series of similar problems and to practice of these problems. Three experimental variables (stimulus complexity, communicator strategy, practice), six stimulus conditions, and 24 treatment combinations were used. Subjects were asked to learn a visual concept and identify it on later slides. Results showed that reducing the number of irrelevant cues, while holding relevant ones constant, reduced the difficulty of learning. Also, practice over a series of similar concept attainment problems had a positive but differential effect over a series of four problems. (JK) | ||
| 650 | 0 | 7 | |a Audiovisual Aids. |2 ericd. |
| 650 | 1 | 7 | |a Concept Formation. |2 ericd. |
| 650 | 1 | 7 | |a Intermode Differences. |2 ericd. |
| 650 | 0 | 7 | |a Pictorial Stimuli. |2 ericd. |
| 650 | 0 | 7 | |a Stimuli. |2 ericd. |
| 650 | 1 | 7 | |a Stimulus Generalization. |2 ericd. |
| 650 | 1 | 7 | |a Visual Learning. |2 ericd. |
| 650 | 0 | 7 | |a Visual Stimuli. |2 ericd. |
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