Abstract
Fourth grade children read experimental lessons, each of which presented one of the following: (1) a concept definition and placebo material; (2) a rational set of examples and nonexamples of the concept and placebo material; (3) the definition, a rational set, and placebo material; or (4) the definition and three different rational sets. Control children read the placebo material only. Each experimental group performed significantly better than the controls; and children reading a lesson with a definition and three rational sets performed significantly better than those who received only a definition. The use of rational sets of concept instances and of a concept definition is validated as a powerful controllable variable in instructional material. (Author) iffiklg N'i.:\`';'14 474:4*WT*44:;4 '44,4ve41,1r,
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