Literaturnachweis - Detailanzeige
| Autor/inn/en | Miller, Gerald W.; Davis, J. Kent |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Retention and Concept Identification as Functions of Concept Complexity, Method of Presentation, Stimulus Exposure Time, and Conditions of Recall. Report from the Project on Situational Variables and Efficiency of Concept Learning. |
| Quelle | (1968), (51 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Difficulty Level; Educational Research; Memory; Recall (Psychology); Research Reports; Retention (Psychology); Young Adults |
| Abstract | Three experiments investigated concept identification and recall of information as a function of four selected variables: concept complexity, method of instance presentation, stimulus exposure time, and conditions of recall. In all three experiments, retention was measured by the recall of instance values and the recall of instance categories. The number correct was used as the measure of concept identification. Subjects were selected from introductory educational psychology courses. The task in all three experiments was identical. Stimulus materials for the first two experiments consisted of geometric figures drawn on index cards, each figure containing a unique combination of four bivalued dimensions; in the third experiment, two additional dimensions were included. The subjects viewed a series of instances which uniquely defined a concept. After the last instance was displayed, subjects wrote their descriptions of the concept and recalled both the values and category of each presented instance. Results of Experiment 1 show increased recall under conditions of simultaneous presentation of all instances of a concept and under the condition permitting non-ordered recall. Concept Complexity was not related to concept identification or recall. In Experiment 2 it was found that increased exposure time improved recall of values and categories. Increased exposure time and random recall improved concept identification. Again, Concept Complexity was related to neither concept identification or recall. Experiment 3 found that both concept identification and recall were best under 15-second stimulus exposure duration. Category recall was found to be superior under the simultaneous method of presentation. (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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