TY - JOUR
AU - Feldman, Katherine V.
AB - 134 4th-grade children read experimental lessons, each of which presented one of the following: a concept definition, a rational set of examples and nonexamples of the concept, the definition and a rational set, or the definition and 3 different rational sets. Control Ss read placebo material. Each experimental group performed significantly better than the control, and Ss reading a lesson with a definition and 3 rational sets performed significantly better than those who received only a definition. The combined use of rational sets of concept instances and of a concept definition was validated as a powerful controllable variable in instructional material that is designed to facilitate concept attainment.
TI - Effects of a definition and a varying number of examples and nonexamples on concept attainment
JF - Journal of Educational Psychology
DO - 10.1037/h0076998
DA - 1975-04-01
UR - https://www.deepdyve.com/lp/american-psychological-association/effects-of-a-definition-and-a-varying-number-of-examples-and-DETGtlwHF1
SP - 174
EP - 178
VL - 67
IS - 2
DP - DeepDyve
ER -