Effects of Superordinate Mediation Instruction and Task Size on Conceptual Performance
Bibliographic Data
| ID | 10123997 |
|---|---|
| Authors | William W May (Appalachian State University, corresponding author), Alan L Ogus (Appalachian State University) |
| Year | 1978 |
| Volume | 98 |
| Issue | 1 |
| Pages | 97-103 |
| Publication date | 1978-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1978.9920860 |
| OpenAlex | W2038388578 |
| Language | EN |
| References cited | 4 |
The relative effects of superordinate mediation instructions and task size on Ss conceptual performance on a Heidbreder-type task were examined. Three conceptual dimensions (object, form, number) were used, with task size being varied as to the number of concepts employed within each dimension (one, two, or three). One half of the Ss received superordinate (dimension-relevant) instructions, while the remaining Ss received control instructions only. Sixty undergraduate education majors (45 female and 15 male Caucasian) were selected as Ss from a pool of volunteers in five sections of the Educational Psychology course, and were randomly assigned to one of six treatment combinations (n = 10). Proportion of correct responses made to a successive presentation of positive instances (seven sec rate) was the dependent measure employed, and the .05 level of confidence was the criterion for rejecting the null hypothesis. Results showed a linear difference in performance due to task size (p < .01), but no differences were found to result from the mediation instructions given. The results were discussed in terms of temporal and capacity constraints on information processing
Cognitive psychology · Control (management · Dimension (graph theory · Mediation · Superordinate goals · Task (project management · Artificial Intelligence · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Educational and Psychological Assessments · Mathematics · Psychology · Social Psychology
| Highly cited | No |
|---|