Strategies and cognitive processes in concept learning. final report [microform] / Herbert J. Klausmeier and Others
- Bib ID:
- 5191821
- Format:
- Book and Microform
- Author:
- Klausmeier, Herbert J
- Online Version:
- https://eric.ed.gov/?id=ED019719
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968
- 210 p.
- Summary:
-
The nature of a concept was explicated in terms of four characteristics--definability, structure, psychological meaningfulness and utility. A concept learning strategy was seen to be comprised of three sets of cognitive processes--(1) analyzing situation, (2) securing information, and (3) processing information. A series of 19 controlled experiments and factor-analytic studies was carried out to clarify the nature of concept learning strategies and their component cognitive processes. A total of 2,062 elementary, high school, and university students served as subjects. Instructions formulated to enable subjects to cognize the attributes of the concept population and the rule joining the attributes, and to draw correct inferences from positive and negative concept instances facilitated concept learning. Subjects offered hypotheses in a systematic predictable pattern related to the information feedback which they had received. Successive presentation of concept instances, random order of instance recall, and shorter stimulus exposure time (variables assumed to increase memory load) resulted in poorer retention scores. High-analytical subjects were superior to low-analytical subjects in ability to process information and attain concepts. Factor-analytic studies related an induction factor to concept-attainment tasks, and suggested that more complex concept learning tasks require higher-level abilities than simpler tasks. (author)
- Notes:
-
- Contract Number: OEC-5-10-143.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1968
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