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The Effects of Type, Identifiability, and Variety of Instructional Instances on Subject Matter Concept Attainment [microform] / R. Carl Harris
Bib ID 5244762
Format BookBook, MicroformMicroform, OnlineOnline
Author
Harris, R. Carl
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972 
17 p. 
Summary

Subject matter concept attainment by adult Ss was studied by experimentally manipulating instructional instances which were either positive or negative, clear or obscure, or presented in large or small variety. Training and testing instances were composed of case studies communicated via prose description that had been analyzed for relevant and irrelevant attributes. Conceptualization was defined as generalization within and discrimination between classes and was assessed by having 176 undergraduate volunteers classify new positive and negative case studies after instruction from a definition and selected instances. Two, three-way analyses of variance followed by t-tests revealed that instance type, identifiability, and variety have differential effects on generalization and discrimination. References are included. (Author)

Notes

ERIC Note: Paper presented at the meeting of the American Educational Research Association in Chicago, Illinois on April, 1972.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects College Students.  |  Concept Formation.  |  Concept Teaching.  |  Generalization.  |  Individualized Instruction.  |  Instruction.  |  Instructional Improvement.  |  Research Projects.  |  Students.  |  Teachers.  |  Teaching Methods.
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