Number of Pretraining Problems and Type of Instructions in Concept Identification
Bibliographic Data
| ID | 13675659 |
|---|---|
| Authors | Raymond M White (Miami University, Oxford, Ohio, corresponding author), Diana L Richards (Miami University, Oxford, Ohio), Richard Reynolds (0000-0002-3906-3485, Miami University, Oxford, Ohio) |
| Year | 1971 |
| Volume | 28 |
| Issue | 2 |
| Pages | 643-649 |
| Publication date | 1971-04-01 |
| Peer Reviewed | Yes |
| 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/pr0.1971.28.2.643 |
| OpenAlex | W2109042301 |
| Language | EN |
| References cited | 9 |
To assess the effects of pretraining problems and type of instructions on concept identification 40 men and 40 women were given 0, 1, 2, or 3 pretraining problems prior to administration of an experimental concept problem. Instructions were either simply descriptive of the stimulus population and response requirements or elaborated such that S was told the rule defining problem solution and given a sample problem. Analyses showed a significant inverse relationship between number of pretraining problems and trials to criterion. Presolution data indicated that Ss changed problem-solving strategies both as a function of number of pretraining problems and type of instructions. Implications for theories of concept learning were discussed
Cognitive psychology · Identification (biology · Population · Advanced Text Analysis Techniques · Medicine · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |