Abstract
The effect of instructional set on pretraining performance and subsequent learning of the mathematical concepts of set-union and set-intersection was studied in children approximately ten-years-old. Verbal pretraining was found to facilitate learning during pretraining, compared with aesthetic pretraining. However, in the subsequent concept learning task, for which the same materials were employed, the Ss who had aesthetic pretraining acquired the concepts more readily than those who had rote-learning instructions during pretraining. This difference due to pretraining was only statistically reliable among relatively low socio-economic status (SES) Ss in the condition that received a small variety of instances of the concept. The variety of instances presented during the concept learning task did not significantly affect concept acquisition per se, but generalization to new instances was significantly greater when the concept had been learned originally from a small rather than a large variety of instances.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.