Variables in Concept Learning: Task Variables. Report from the Project on Variables and Processes in Cognitive Learning. [Report No.: THEOR-P-28

Autor/inn/en	Frayer, Dorothy A.; Klausmeier, Herbert J.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Variables in Concept Learning: Task Variables. Report from the Project on Variables and Processes in Cognitive Learning. [Report No.: THEOR-P-28
Quelle	(1971), (42 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Formation; Feedback; Incidental Learning; Intentional Learning; Learning Motivation; Learning Processes; Psychological Studies; Recall (Psychology); Time Perspective + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Inzidentelles Lernen; Intentionales Lernen; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Abberufung; Zeitbezug
Abstract	A series of papers will be written to review in a comprehensive fashion the literature related to 3 categories of variables in concept learning: task variables, stimulus variables, and learner variables. This paper, the first of the series, focuses on task variables. Research dealing with instructions, temporal factors, and feedback is critically reviewed and synthesized. Variables related to each of these factors are identified and generalizations are drawn concerning their effects. Results indicated that (1) it was apparent that verbal instructions given the subject prior to concept learning may have had powerful effects on acquisition; (2) the length of time allotted each aspect of concept presentation was shown to affect learning; and (3) feedback, accurate and complete, was most important after an incorrect response. Implications of these generalizations for a model of cognitive operations and for educational practice are also presented. (Author/TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01