Strategy Instruction and Type of Sequence in Concept Attainment

Abstract

Previous research has shown that sequences in which instances from the same category appear successively facilitate performance in concept attainment. This could be due to subjects adopting strategies which involve comparisons of instances from within the same category. In this study, subjects were trained to solve the concept task by comparing instances from the same or different categories. A control group received no instructions on how to solve the task. The three instructional groups were factorially combined with two types of sequences (one favoring within-category comparisons and one favoring across-category comparisons) and two different relevant dimensions. The predicted interaction between type of instruction and type of sequence was significant.

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Document Details

Document Type
Technical Report
Publication Date
Apr 01, 1971
Accession Number
AD0724747

Entities

People

  • Daniel D. Blaine
  • Jack L. Dunham

Organizations

  • University of Texas at Austin

Tags

Communities of Interest

  • Human Systems

DTIC Thesaurus Topics

  • Education
  • Educational Psychology
  • Hypotheses
  • Instructions
  • Learning
  • Military Research
  • Psychology
  • Security
  • Sequences
  • Students
  • Two Dimensional
  • Universities

Fields of Study

  • Psychology

Readers

  • Artificial Intelligence
  • Regression Analysis.
  • Systems Analysis and Design