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The Equivalence of Positive and Negative Methods of Validating a Learning Hierarchy.
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Kee, Kevin N.; White, Richard T. – Contemporary Educational Psychology, 1979
The compound nature of Gagne's original definition of learning hierarchies leads to two methods of validation, the positive and negative methods. Sections of a hierarchy that had been validated by the negative method were subjected to test by the more cumbersome positive method, and again were found to be valid. (Author/RD)
Descriptors: Educational Objectives, Foreign Countries, High Schools, Learning
Preferred Model Selection in the Validation of Scales Involving Hierarchical Dependencies among Learning Tasks.
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Bergan, John R. – Contemporary Educational Psychology, 1980
This study illustrates a process for selecting a preferred model in the validation of hierarchical learning scales. The test performance of 100 8-to 11-year-old children on subtraction tasks involving variations in borrowing are examined. Goodman's response scaling technique is illustrated. (Author/GDC)
Descriptors: Elementary Education, Learning Theories, Mathematical Models, Problem Solving
Models of the Structure of Some Rule-Governed Mathematical Behaviors.
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Bergan, John R. – Contemporary Educational Psychology, 1981
This study investigated the extent to which various latent class models adequately described elementary rule-governed mathematical behaviors. Children were given a fraction concepts test. Results supported the adoption of a set of three-class models including a mastery class, a nonmastery class, and a transitional class to describe the data.…
Descriptors: Elementary Education, Elementary School Mathematics, Fractions, Learning Processes
Psychometric and Instructional Validation of Hierarchical Domain Structures.
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Bergen, John R.; Stone, Clement A. – Contemporary Educational Psychology, 1986
Six hundred twenty-six subjects from the University of Arizona participated in an investigation designed to examine congruence of a math domain hierarchy validated psychometrically and validated instructionally. Three studies revealed congruence between hierarchies validated psychometrically and instructionally. Generalization and transfer were…
Descriptors: Adults, Higher Education, Hypothesis Testing, Mathematical Models
An Alternative Analysis of "Formative Evaluation Applied to a Learning Hierarchy" by White and Gagne.
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Dick, Walter – Contemporary Educational Psychology, 1980
White and Gagne's method (EJ 180 555) for formatively evaluating learning hierarchies does not require participants to be taught the content prior to testing them for their knowledge of the skills in the hierarchy. By simply determining the percentage of students achieving each skill, the researcher obtains approximately the same information.…
Descriptors: Difficulty Level, Educational Objectives, Educational Research, High Schools
Formative Evaluation Applied to a Learning Hierarchy
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White, Richard T.; Gagne, Robert M. – Contemporary Educational Psychology, 1978
A correspondence exists between a simplified data collection method employing results from a post test for graphic skills in kinematics, and a rigourous validation method. Examination of test responses for discrepant instances yielded further information of value. Hierarchical patterns of learning and remembering are identical. (Author/CP)
Descriptors: Educational Strategies, Evaluation Methods, Formative Evaluation, High Schools
An Examination of Prerequisite Relations, Positive Transfer among Learning Tasks, and Variations in Instruction for a Seriation Hierarchy.
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Bergan, John R.; Jeska, Patrick – Contemporary Educational Psychology, 1980
This study investigated the hypothesis that prerequisite skills in a seriation learning hierarchy mediate positive transfer for superordinate skills. In addition, the effect of instructional conditions involving modeling combined with variations in feedback on skill acquisition at different levels in the seriation sequence was examined.…
Descriptors: Age Differences, Concept Teaching, Feedback, Learning Theories