Labeling and variety in concept identification with young children.

Abstract

Effects of labeling and variety were tested with 140 1st grade and 137 kindergarten children under automatically controlled experimental conditions. 6 treatment groups rehearsed either concept or instance labels using 8 concepts with 3 instances, 4 concepts with 6 instances, or 2 concepts with 12 instances. Kindergarten children rehearsing concept rather than instance labels received dependably superior scores in learning but not in transfer tests, lst-grade children demonstrated both superior learning and transfer under concept-rehearsal conditions. Variety also produced significant differences at both age levels on learning tests. Intermediate variety (4 concepts) facilitated transfer to new instances and new concepts for older children. Results indicated the 2-concept, 12-instances condition to be least effective.

Variety of exemplars versus linguistic contexts in concept attainment in young children.

“…This process was well described by Bruner, Goodnow, and Austin (1956). This aspect of accounting for concepts has been considerably elaborated such that we now have evidence that positive instances are better than negative ones (Hovland & Weiss, 1953), that conjunctive concepts are more easily learned than disjunctive concepts (Deese & Hulse, 1967), that difficulty of the concept is related to the number of attributes defining it (Carroll, 1964), and that concepts derived from a variety of instances appear to be better learned than those based on a few (Callantine & Warren, 1955;Morrisett & Hovland, 1959;Osier & Kofsky, 1965) although there is considerable counterevidence (Adams, 1954;Amster & Marascuilo 1965;Podell, 1963;Stern, 1965).…”

Acquisition of problem-solving strategies in young children and its relation to verbalization.

“…The UCLA Group Teaching Equipment, described in detail in Stern (1965) with the voice-relay modification reported in Keislar, Stern, and Mace (1966), was used for this study. The basic components included 10 three-sided booths, each equipped with earphones, a microphone, and a multiple-choice individual response panel, all connected to a master control set.…”

“…In a series of concept-identification studies reported by Wittrock (1964) and Stern (1965), the authors repeatedly observed that young children tended to perform at purely chance levels when the basis for solution was not provided by the experimenter. Under such "discovery" treatments, children frequently ceased attending to the specific stimuli of the problem situation and either curtailed their efforts or engaged in various types of random activity.…”

Examining Child Paintings in Terms of Sexual Development

“…Machover burun çiziminin tartışma götürmeyecek şekilde cinsellik sembolü olduğunu söyler. [13][14][15] Erkek ve kadın resimlerinde burnun boyutu ve şekli penisi ifade etmektedir. Çizimlerdeki ayak da burun gibi cinsellik alametidir ve büyük ayakta tıpkı büyük burnun ifade ettiği manaya sahiptir.…”