Exemplar and nonexampler variables which produce correct concept classification behavior and specified classification errors

Robert D. Tennyson, F. Ross Woolley, M. David Merrill

Research output: Contribution to journalArticlepeer-review

54 Scopus citations

Abstract

Investigated 4 instructional strategies for promoting the acquisition of an infinite concept class. 111 undergraduates received a poetry concept task in which the independent variables were: (a) probability level of exemplars and nonexemplars determined by Ss who correctly classify the instance as an examplar or a nonexemplar; (b) matching of an exemplar to a nonexemplar so that the irrelevant attributes are similar; and (c) divergency of an exemplar with another exemplar so that all of their irrelevant attributes differ. Exemplars that share irrelevant attributes are convergent. The manipulation of the independent variables predicted 4 dependent variables: (a) correct classification; (b) overgeneralization; (c) undergeneralization; and (d) misconception. The 4 predicted outcomes were all significant at p < .01. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)144-152
Number of pages9
JournalJournal of Educational Psychology
Volume63
Issue number2
DOIs
StatePublished - Apr 1972

Keywords

  • correct concept classification &
  • misconception, instructional strategies with exemplar &
  • nonexamplar variables, college students
  • overgeneralization vs. undergeneralization &

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