COGNITIVE AND MOTIVATIONAL CHARACTERISTICS ASSOCIATED WITH CONCRETE AND ABSTRACT LEVELS OF CONCEPTUAL COMPLEXITY.
Abstract
The purpose of this study included: (1) an investigation of the extent to which 'conceptual complexity' contributed to performance on the conceptually simple task of answering objective quizzes requiring only the use of a single, fixed conceptual rule (reduction of facts from memory) and to performance on the conceptually complex task of writing examination answers requiring the use of alternative, flexible conceptual rules in the generation of contrasts, comparisons, and integrations of different theoretical points of view; (2) the delineation of specific quantifiable differences in the way that conceptually simple (concrete) and conceptually complex (abstract) subjects generated contrasts and integrations of two theories in their answers to a prototypic examination question; and (3) the exploration of differences in general attitudes and beliefs about the motivation of behavior which constitute important differences between concrete and abstract ways of perceiving and relating to the environment. As expected, an abstract group of subjects was significantly superior to a concrete group in examination performance but not in quiz performance.
Document Details
- Document Type
- Technical Report
- Publication Date
- May 01, 1964
- Accession Number
- AD0608435
Entities
People
- Nathan C. Claunch
Organizations
- Princeton University