Role of concept definition, teaching examples, and practice on concept learning from prose |
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| Authors: | Richard Hamilton |
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| Abstract: | Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions. |
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