Developmental level and concept learning: Interaction of age and complexity

Abstract

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.

Developmental level and concept learning: Reply

“…Te question the interaction of age and intellectual ability reported by Klugh et al (1964Klugh et al ( , 1965, Friedman (1965), and Pishkin & Rosenbluh (1966).…”

PR effects in mixed and unmixed lists

“…Comment on developmental level and concept learning: A possible artifact by H. E. Klugh Te Vault et al (1966) question the interaction of age and intellectual ability reported by Klugh et al (1964Klugh et al ( , 1965, Friedman (1965), and Pishkin & Rosenbluh (1966).…”

Role of irrelevant cues in the formation of concepts by lower-class children.

“…In recent years, there has been increasing theoretical and empirical interest in children's conceptual performances, and most investigations have reported positive relationships between age (chronological and mental) and degree of conceptual proficiency (e.g., Long, 1940;Long & Welch, 1941;Osier & Fivel, 1961;Piaget, 1930;Sigel, 1953). The direction of this developmental relationship is not invariant, however, as attested to by some recent work which demonstrated that older children may be inferior to younger children when more complex stimuli are employed (e.g., Friedman, 1965;Klugh & Roehl, 1965;Osier & Kofsky, 1965;Osier & Trautman, 1961).…”