TY - JOUR
AU - Klausmeier, Herbert J.
AB - AbstractTo determine the effect of the amount and type of information supplied by a concept definition, fourth and eighth graders were presented with one of two definitions: a "technical" definition which precisely specified all defining attributes of the concept, and a "common usage" definition from a children’s dictionary which did not specify all defining attributes. Fourth graders were found to perform significantly better on a classification task with the common usage definition, while eighth graders performed better with technical than with common usage. It was concluded that for younger students it is more important to provide a definition written at an appropriate level than a definition which completely specifies the concept’s defining attributes.
TI - Effects of Two Kinds of Definition on the Concept Attainment of Fourth and Eighth Graders1
JF - The Journal of Educational Research
DO - 10.1080/00220671.1974.10884611
DA - 1974-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/effects-of-two-kinds-of-definition-on-the-concept-attainment-of-fourth-4ncVbQkcPT
SP - 219
EP - 223
VL - 67
IS - 5
DP - DeepDyve
ER -