Instruction consisting of a rule and set of examples and nonexamples reliably teaches concepts

Bibliographic Data

ID10244418
AuthorsCatherine L Williams (0000-0002-4265-2467, Department of Psychology University of North Carolina Wilmington Wilmington NC USA, corresponding author), Jennifer C Roop (0009-0003-5932-1941, Department of Psychology University of North Carolina Wilmington Wilmington NC USA)
Year2025
Volume124
Issue3
Pagese70061-e70061
Publication date2025-11-01
Open AccessYes
TypeARTICLE
VenueJournal of the Experimental Analysis of Behavior (JOURNAL)
Journal identifiersISSN: 0022-5002 • E-ISSN: 1938-3711
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jeab.70061
PMID41128664
OpenAlexW4415476669
LanguageEN
References cited41

Conceptual learning is discrimination between new examples and nonexamples and generalization to new examples. Conceptual learning can be demonstrated after practice with differential reinforcement of the correct response and is influenced by procedural variables during practice. However, less research has been done identifying an ideal structure for instruction (rules), which is likely a typical teaching format for learners with more advanced verbal repertoires. We developed a laboratory analog of conceptual instruction to evaluate conceptual learning following instruction made up of a rule describing the key features of the concept and examples and nonexamples that were carefully selected to demonstrate these rules. We also evaluated the efficacy of this instruction when it preceded or followed practice with feedback about accuracy but no rule presentation. All participants completed instruction and practice. The specific instructional sequence was completed before practice during Experiment 1 and after practice during Experiment 2. This instructional sequence reliably and rapidly resulted in concept learning regardless of whether it was completed before or after practice. Practice alone never produced conceptual learning within the duration of the session and was not necessary to produce conceptual learning. Instructors should evaluate the efficacy of this instructional sequence to teach concepts

Concept learning · Discovery Learning · Generalization · Sequence (biology) · Sequence learning · Session (web analytics) · Set (abstract data type) · Teaching method · Advanced Text Analysis Techniques · Science Education and Pedagogy · Visual and Cognitive Learning Processes

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