Effect of Variety on the Learning of a Social Studies Concept by Preschool Children.

Autor/inn/en	Schwab, Lynne; Stern, Carolyn
Institution	California Univ., Los Angeles.
Titel	Effect of Variety on the Learning of a Social Studies Concept by Preschool Children.
Quelle	(1969), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Concept Teaching; Learning Processes; Pictorial Stimuli; Preschool Children; Social Studies; Transfer of Training; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Learning process; Lernprozess; Fantasieanregung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gemeinschaftskunde; Training; Transfer; Ausbildung
Abstract	Fifty-four 5-year-old Head Start children participated in a study of the effect of varied versus repeated training on the development of the ability to categorize and transfer learning. The children were grouped according to chronological age and results of a mastery test and the Peabody Picture Vocabulary Test. Work categories translated into single verbs, such as "sell" or "clean," were used in an instructional pattern involving two frames. The first frame contained a single stimulus picture of a specific kind of worker, and the second frame contained three pictures of different kinds of workers. After commentary, the children were asked to match the worker in frame one with the worker who was doing the same kind of work in frame two. Different instructional treatments involved number and variety of instances presented in these matching-to-sample tests. When the children's results on mastery, near-transfer, and far-transfer tests were compared, it was found that if the number of categories were held constant and if the instances were either varied or repeated, the children trained with greater variety rather than greater repetition were superior on the transfer to new instances test. There were no significant differences among groups on the other measures. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC