The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation…

The strategy variables investigated were: 1) sequence, a presentation of instances according to a defined relationship of the stimuli--organized versus random; and 2) analytical explanation, a verbal statement presented with each instance which analyzed the presence or absence of the critical attributes. Concept learning implications were…

The multivariate effect of task sequence, memory support, and state anxiety was investigated using a nonverbal concept acquisition task. Ninety-five Indian college students were randomly assigned to four treatment conditions resulting from the task sequences of 1) easy-to-hard and 2) hard-to-easy and from memory support versus nonmemory support.…

Three methods of sequencing coordinate concepts (simultaneous, collective, and successive) were investigated with a Bayesian, computer-based, adaptive control system. The data analysis showed that when coordinate concepts are taught simultaneously (contextually similar concepts presented at the same time), student performance is superior to either…

In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…

A total of 132 volunteer 10th and 11th grade students participated in an experiment to investigate two variables of computer-based adaptive instructional strategies for concept learning. The first variable tested the hypothesis that selection of number of examples according to on-task information is more efficient than selection according to…

For college students learning concepts, the advisement condition resulted in better performance than the learner control condition and needed less instructional time than the adaptive control condition. Results also indicated that students given concepts simultaneously performed better and needed less instruction than those who received concepts…

This study used secondary education students to investigate three instructional design variables hypothesized to improve rule learning. Results show structuring information by a schematic analysis improves learning over taxonomic analysis; response-sensitive sequency adapting instruction for generalization, then discrimination, improves learning;…