A Test of the Distinctive Features and Schemata Hypothesis: Implications to the Teaching of Concepts to Young Children.

Autor/inn/en	Tyler, Joanna; Hardy, Robert C.
Titel	A Test of the Distinctive Features and Schemata Hypothesis: Implications to the Teaching of Concepts to Young Children.
Quelle	(1978), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Concept Formation; Discrimination Learning; Preschool Children; Preschool Education; Research; Theories; Visual Perception; Visual Stimuli + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Lernen; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung; Theory; Theorie; Visuelle Wahrnehmung
Abstract	This study of the effects of practice on children's perceptual judgments investigates the validity of the distinctive features hypothesis and the schemata hypothesis by comparing performance on discrimination tasks using familiar stimuli (letters of the alphabet) with a variety of transformations held constant over four massed practice conditions. Subjects (15 males and 15 females 3.10 to 4.11 years old) were presented with a visual form discrimination task which required them to match Roman letters when a variety of transformations were held constant. Subjects were given massed practice across four blocks of eight stimuli each. Results of a repeated measures analysis of variance showed support for the distinctive features hypothesis. This result was expected, since familiar stimuli used with transformations which are held constant tend to produce no improvement along a practice dimension. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01