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The Effects of Different Types of Positive and Negative Instances in Concept Learning.
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Houtz, John C.; And Others – 1972
The effects of 2 different types of positive and negative instances in learning "non-dimensioned" concepts were investigated. "Non-dimensioned" concepts are defined only by the presence or absence of distinct attributes. One-hundred-seventy-one 8th graders were given series of all positive or alternating positive and negative instances. Series of…
Descriptors: Concept Formation, Learning, Performance Factors, Relevance (Education)
An Analysis of the Fraction Concept into a Hierarchy of Selected Subconcepts and the Testing of the Hierarchical Dependencies
Peer reviewed Peer reviewed
Novillis, Carol F. – Journal for Research in Mathematics Education, 1976
The fraction concept was analyzed to yield 16 subconcepts which are hypothesized to be hierarchically ordered. This ordering was tested using subjects in grades 4 through 6, and 18 of 23 dependencies hypothesized were confirmed. (SD)
Descriptors: Concept Formation, Elementary Education, Elementary School Mathematics, Fractions
Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels
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Gubrud, Allan R.; Novak, Joseph D. – Science Education, 1973
Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)
Descriptors: Concept Formation, Educational Research, Instruction, Learning
Relationship Between Mental Maturity, Ability Level, and Level of Understanding of Three Categories of Science Concepts
Peer reviewed Peer reviewed
Billeh, Victor Y.; Pella, Milton O. – Science Education, 1972
Examines the relationships between mental maturity and achievement in three types of science concepts-classificational, correlational, and theoretical. (AL)
Descriptors: Ability, Cognitive Development, Concept Formation, Educational Research
Classification, Seriation, and the Learning of Electrostatics
Bridgham, Robert G. – J Res Sci Teaching, 1969
Descriptors: Achievement, Cognitive Development, Concept Formation, Elementary School Science
An Investigation of Possible Hierarchical Dependency of Four Piaget-Type Tasks under Two Methods of Presentation to Third-, Fifth-, and Seventh-Grade Children.
Phillips, Darrell Gordon – 1967
The purpose of this study was to investigate a proposed model for the acquisition of the concept of displacement volume and to compare two methods of conservation task presentation. A 12-stage hierarchical model for the acquisition of the concept was proposed, based on four primary assumptions: (1) concept attainment can be measured by…
Descriptors: Concept Formation, Doctoral Dissertations, Elementary School Science, Grade 3
Effects of Cognitive Style, Group Structure, Instructions, and Training Sequence upon Acquisition and Transfer in Concept Attainment.
Rains, Mary J.; Meinke, Dean L. – 1976
Sixty-four high school students, stratified by field-dependent or independent cognitive style, were randomly assigned to homogeneous or heterogeneous groups of four to attain concepts in the sequence of complex to simple or simple to complex, with either minimal or strategy instructions. Subsequently, each student individually attained four…
Descriptors: Cognitive Style, Concept Formation, Difficulty Level, Grouping (Instructional Purposes)