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…

Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

Examines the relationships between mental maturity and achievement in three types of science concepts-classificational, correlational, and theoretical. (AL)

Defines five levels between concrete and formal operation in the development of the concept of controlling variables. The sample, methodology and research on which the work is based is described in SE 519 500. (CP)

A total of 132 volunteer 10th and 11th grade students participated in an experiment to investigate two variables of computer-based adaptive instructional strategies for concept learning. The first variable tested the hypothesis that selection of number of examples according to on-task information is more efficient than selection according to…

Reported is the production of an instructional methodology harmonizing with Piagetian theory and enabling teenage students, including those initially mismatched to the task, to understand the mole, as revealed by their performances on a test of basic skills considered fundamental to that concept. (DS)