Several ways of structuring the early trials of a complex concept formation task were compared. Training trials were divided into two segments: (1) an asynchronous segment with one relevant and one irrelevant cue held constant while one relevant and one irrelevant cue varied and (2) a synchronous segment with all cues free to vary. The…

The strategy variables investigated were: 1) sequence, a presentation of instances according to a defined relationship of the stimuli--organized versus random; and 2) analytical explanation, a verbal statement presented with each instance which analyzed the presence or absence of the critical attributes. Concept learning implications were…

In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…

A study was devised to investigate the effects of sequence of concept presentation and practice in a concept learning task. Learners were presented with either one conjunctive concept at a time, or with multiple concepts all related to the same principle. Practice was sequenced in four positions: before concept presentation, after concept…

The two studies detailed in this paper investigated the effects of adaptive sequencing of examples and adaptive feedback on concept learning using computer-based instruction. In the first study, two groups of undergraduate students progressed through a set of five behavior management concepts presented in the rational set generator framework.…