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Example Comparison Strategy Versus Attribute Identification Strategy in Concept Learning:

Example Comparison Strategy Versus Attribute Identification Strategy in Concept Learning: Two concept-teaching strategies, designed to facilitate the identification process of critical attributes and the formation and elaboration process of a prototype, were compared to test their effectiveness. Results showed the following: (a) Using an analytically organized list of critical attributes and their relationships resulted in better performance than using best examples in classifying newly presented examples during instruction (p < .05), but the former required a longer time to complete the instructional booklet (p < .001); (b) presentation of best examples facilitated prototype formation in memory and resulted in a higher degree of retention (p < .005). Other findings suggest that field-dependent students need more best examples in expository form than do field-independent students to form the conceptual prototype. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Example Comparison Strategy Versus Attribute Identification Strategy in Concept Learning:

American Educational Research Journal , Volume 21 (1): 18 – Jun 23, 2016

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References (26)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312021001145
Publisher site
See Article on Publisher Site

Abstract

Two concept-teaching strategies, designed to facilitate the identification process of critical attributes and the formation and elaboration process of a prototype, were compared to test their effectiveness. Results showed the following: (a) Using an analytically organized list of critical attributes and their relationships resulted in better performance than using best examples in classifying newly presented examples during instruction (p < .05), but the former required a longer time to complete the instructional booklet (p < .001); (b) presentation of best examples facilitated prototype formation in memory and resulted in a higher degree of retention (p < .005). Other findings suggest that field-dependent students need more best examples in expository form than do field-independent students to form the conceptual prototype.

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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