Transfer of Concepts and Grouping Strategy in Children

Transfer of learning on a conceptual sorting task was assessed to determine which element was critical in the transfer of children's sorting behavior when the similarity of the task formats was controled. The elements assumed to have possibility of transfer were conceptual categories which function as mediators between instance and response and subject's response strategy to sort the instances on the basis of their concepts. The task formats remained constant in Experiment I and changed in Experiment II from training to shift task. The results showed that the amount of transfer, either positive or negative, depended on task similarity for the first graders whereas no similarity effect was significant for the fourth graders. While the first graders have acquired the grouping strategy specific to the relevant concepts during training, the fourth graders might have acquired the general grouping strategy which is applicable to various common concepts

Algorithm · Card sorting · Cognitive psychology · Concept learning · Function (biology) · Information retrieval · Natural language processing · Similarity (geometry) · sort · Sorting · Task (project management) · Transfer (computing) · Transfer of learning · Transfer of training · Artificial Intelligence · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Computer Science · Innovative Teaching and Learning Methods · Psychology

• Concept Utilization in Children's Sorting Behavior as a Function of Age

  Open Access•Takeshi Sugimura, Yoko Terao•Psychological Reports•1976

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