Teaching Conceptual Knowledge with Multiple-Related Exemplars
Enhancement of Concept Formation, Transfer, and Absence of Stimulus Overselection
Bibliographic Data
| ID | 13660826 |
|---|---|
| Authors | Paul Weisberg (University of Alabama, corresponding author), Rebecca M Thiesfeldt (University of Alabama) |
| Year | 1996 |
| Volume | 78 |
| Issue | 1 |
| Pages | 235-241 |
| Publication date | 1996-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1996.78.1.235 |
| OpenAlex | W2046320879 |
| Language | EN |
| References cited | 8 |
In Exp. I ( N = 32), 4 1/2-yr.-old children discriminated between two stimulus compounds, multiple and related stimulus components displayed together (3 pairs of parallel lines vs 3 pairs of nonparallel lines) or multiple but unrelated displayed components (3 unrelated objects vs 3 other unrelated objects). Although between-group acquisition was the same, significantly more children trained with multiple-related stimulus components responded appropriately to each of the relevant components of the compound when they were presented separately during test trials, i.e., less stimulus overselection. In Exp. II ( N = 15), multiple-related training of parallelness led to faster concept attainment, and proportionally more children got almost perfect transfer scores than when training consisted of presenting pairs of single examples of parallel and nonparallel lines during each trial
Audiology · Cognitive psychology · Concept learning · Developmental psychology · Stimulus (psychology · Behavioral and Psychological Studies · Child and Animal Learning Development · Medicine · Psychology · Science Education and Pedagogy
| Highly cited | No |
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