In two studies involving concept problems of different difficulty levels, 1st grade children reached a learning criterion in fewer trials than 4th grade children. A significant interaction was observed between grade level and trials to relearn the concept. Older Ss showed more savings. ProblemA substantial body of literature supports the generalization that younger children require more time to learn concept-like problems than do older children (Whitecraft, Cobb & Davis, 1959;Ellis & Sloan, 1959;Wenar, 1961). The first study reported here grew out of an attempt to explore the relationship between age, interpolated learning and trials to relearn a concept-like problem in elementary school children. The second study was an attempt to verify some unusual results obtained in the initial experiment. Study 1 MethodIn the first part of Study 1 40 c hildren, 10 from each of the first four elementary grades, were presented individually with an adaptation of the Yerkes problem box. This device housed 12 evenly spaced levers so that any one or more could be pushed forward by E toward S. A hidden selector switch enabled E to arrange for one of these bars, when pressed, to sound an electrical buzzer signifying a correct choice. The correct lever was the second from S's right regardless ofthe number of levers or the specific levers presented. S's were tested individually by being given a series of trials, each consisting of the presentation of from four to nine levers. These were occasionally adjacent but more often scattered throughout the 12 possibilities. If S's first choice at any setting was incorrect he was allowed a second choice at the same setting; each choice constituted a trial. If the first trial at a given setting was correct the setting was changed. Each correct choice was rewarded by the presentation of an M & M candy. Criterion was met when a sequence of five consecutively correct choices was made.For half the S' s [matched on the basis of Binet vocabulary (Terman & Merrill, 1937) 1 in eachgrade level an additional two concept problems were learned in a simi1ar way. One of these involved choosing the middle bar, the third required the choice of the second bar from S's left. A different series of bar presentations was used for each problem but each S within a problem group received the same series of settings for a given concept-problem.Psychon. Sci., 1964, Vol. 1. B. E. Klugh, Kay Colgan 1 and Judith A. Ryba ALMA COLLECEOne week later S's were tested on trials to relearn the first problem, second lever from the right. Four S's were unavailable for this retest and were dropped from the subsequent analysis. ResultsThe Stanford-Binet vocabulary sub-test revealed expected and significant differences favoring the higher grades. (First and second grades, and third and fourth grades were pooled; t = 4.96, P < .01.) Trials to learn the initial problem provided a surprise. The means by grades were: 1st = 12.8, 2nd = 25.0, 3rd = 20.5, 4th = 43.7. When these were subjected to a simple analysis of variance F = 3.2...
A study utilizing 60 children demonstrated a strong interaction effect between developmental level and problem complexity on trials to solution of a relational concept forma~ion problem. Some S's from both developmental groups were unable to verbalize the concept even though meeting a "trials correct" criterionofsolution. Problem Klugh et al (1964) have reported data which indicates an inversion of the expected relationship between developmental level and trials to solution of a concept problem. In two studies these investigators found fourth grade Children took more trials to solution of a relational concept problem than did first graders. Friedman (1965) has supported this finding of a decline at the fourth grade level and relates it to a problem the fourth grader may have in the efficient use of verbal mediation. Our concern in the present study was with the relationship between problem complexity. defined in terms of irrelevant dimensions. and developmental level. as these affected trials to solution of a relational concept problem. Previous research (Klugh et al, 1964) attempted to investigate the complexity variable but the nature of the complex problem made solution too difficult for the younger children. The present study reports a modification of directions and a correction technique which appears to make the solution somewhat easier for the younger S's . Method S's used in this study were 60 elementary school children. 30 five-to six-year-olds and 30 nine-to tenyear olds . The younger and older groups were further sub-divided into two groups of 15 S's each and matched on the Stanford-Binet vocabulary sub-test. One group at each age level was assigned the simple concept task. the other group was assigned the complex concept task.The apparatus was a modification of the Yerkes problem box. This device housed 12 evenly spaced levers so that anyone or more could be pushed forward by E toward S. A hidden selector switch enabled E to arrange for one of these bars. when pressed, to sound a buzzer signifying a correct choice. For S's in the complex problem group. E presented a varied pattern of from four to nine bars at each trial. For S's in the simple problem group E always presented four adjacent bars but the particular four bars chosen from among the 12 varied from trial to trial. The correct choice for both problems was always the secondbarfromS's right regardless of the number or the spaCing of the bars presented. If S's first choice was incorrect. he was P.ychon. Sci., 1965, VoL 2.
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