Variations of Learning-Set Training and Quantity Conservation

May, Richard B.; Tisshaw, S. K.

doi:10.2307/1128671

Cited by 10 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a landmark study, Gelman (1969) demonstrated that kindergarteners could learn to solve conservation problems through guided practice in which the teacher directed their attention to appropriate aspects of the task and showed them why they were wrong when they made errors. Similar results were reported by May and Tisshaw (1975).…”

Section: Strike Two: Discovery Of Conservation Strategiessupporting

confidence: 92%

Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

Mayer¹

2004

American Psychologist

1,928

1,175

View full text Add to dashboard Cite

Section: Strike Two: Discovery Of Conservation Strategiessupporting

confidence: 92%

Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

Mayer¹

2004

American Psychologist

1,928

1,175

View full text Add to dashboard Cite

“…In line with specific experience models, improvements in conservation have been produced by behavior modification techniques (e.g., Bucher & Schneider, 1973), observational learning techniques (e.g., Rosenthai & Zimmerman, 1972;Zimmerman & Rosen thai, 1974b), and simple informative feedback (e.g., Brainerd, 1972aBrainerd, , 1972b. Consistent with the perceptual readiness viewpoint, several investigators have observed improvements in conservation as a function of training nonconservers to ignore misleading cues (e.g., Boersma & Wilton, 1974;Emrick, 1967;May & Tisshaw, 1977). Finally, improvements in conservation have also been observed after training on each of the following rules: addition-subtraction; compensation reversibility ; inversion reversibility; qualitative identity; quantitative identity (for reviews, see Beilin, 1971Beilin, , 1978Brainerd, 1973Brainerd, , 1978.…”

mentioning

confidence: 86%

Markovian interpretations of conservation learning.

Brainerd¹

1979

Psychological Review

View full text Add to dashboard Cite

A general theory of how children learn conservation concepts is presented. In contrast to earlier attempts to explain conservation learning, which are highly content-specific, the present theory assumes that there are several formally equivalent routes whereby a conservation concept can be acquired. The acquisition process is described at an abstract level in terms of a rule-sampling system. This description implies a three-state Markov model with identifiable parameters. Three experiments designed to test the model's quantitative predictions about conservation learning experiments are reported. The data generated by these experiments are used both to assess goodness of fit and to test several hypotheses about parameter invariance. It is shown that the theory provides sensible and testable explanations of some empirical phenomena that have traditionally been of interest to conservation learning researchers. Three specific phenomena-age changes in susceptibility to conservation training, stage effects in learning, and transfer of training-are given detailed consideration. Likelihood ratio procedures are developed for testing the theory's predictions in these three areas.The conservation concepts of middle childhood are without doubt the most extensively studied class of phenomena in the literature on human concept development. Given the enormity of the data base, it is not surprising that in addition to Piaget's original work, a number of other theories of how children acquire conservation concepts have appeared. They are sufficiently numerous that some writers have been prompted to formulate classification schemes based on their common properties (e.g., Beilin, 1978). One scheme that seems to cover most extant theories is: specific experience models, perceptual readiness models, and cognitive readiness models.

show abstract

“…May and MacPherson (1971) found that the greater the number of contrasts between high and low difficulty items, the better the discrimination learn-ing due to increased attention to the relevant stimulus dimension. Similarly, May and Tisshaw (1977) found that larger numbers of temporal contrasts increase quantity conservation. When applied to word frequency, their results suggest diat maximal amounts of contrast between rare and common items as used by Duncan (1974) and May and Tryk (1970) should result in a greater number of items being remembered.…”

mentioning

confidence: 88%

Temporal contrast and the word frequency effect.

May¹,

Cuddy²,

Norton³

1979

Canadian Journal of Psychology / Revue canadienne de psychologi

Self Cite

View full text Add to dashboard Cite

The word frequency effect was studied in recall and recognition under three list structures, (a) homogeneous rare or common nouns, (b) mixed alternating frequencies, and (c) mixed blocked frequencies. The major rinding in Experiment I was that the number of frequency contrasts within a list had a clear effect on recall and little effect on recognition. Recall of rare items was poor in a homogeneous list, equal to common items in a blocked list, and better than common items when in a list of alternating frequencies. Experiment n examined the reversed frequency effect of the alternating list under overt and covert rehearsal conditions across three trials. Under overt rehearsal there was no significant difference in number of rehearsals of rare and common items. The superior recall of rare items present on Trial 1 decreased across trials supporting a stimulus change-contrast interpretation of the effect of mixed frequency items in free recall.

show abstract

Variations of Learning-Set Training and Quantity Conservation

Cited by 10 publications

References 0 publications

Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

Markovian interpretations of conservation learning.

Temporal contrast and the word frequency effect.

Contact Info

Product

Resources

About