NOTE: This item is not available outside the Texas A&M University network. Texas A&M affiliated users who are off campus can access the item through NetID and password authentication or by using TAMU VPN. Non-affiliated individuals should request a copy through their local library's interlibrary loan service.
The relationship between the number of attributes and the number of moves in conjunctive concept teaching strategies
dc.contributor.advisor | Rollins, James H. | |
dc.creator | Benton, Eileen Rosabel | |
dc.date.accessioned | 2020-08-21T22:00:20Z | |
dc.date.available | 2020-08-21T22:00:20Z | |
dc.date.issued | 1976 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/DISSERTATIONS-613483 | |
dc.description | Vita. | en |
dc.description.abstract | The purpose of this study was to investigate the relationship between the number of relevant attributes a concept possesses and the number of moves in a teaching strategy necessary to teach the concept. The effects of varying the number and kind of exemplification moves and the sequencing in the presentation of the concepts was also investigated. There are basically two kinds of moves used in teaching concepts--characterization moves and exemplification moves. Characterization moves provide information about the characteristics or properties of the objects in the referent set. Exemplification moves identify members or nonmembers of the referent set. A characterization-exemplification-characterization (CEC) strategy was used to teach four conjunctive concepts from the mathematical theory of relations in a first mathematics course for prospective elementary teachers in eight treatments. For all treatments the strategy for each concept began and ended with a characterization move. Exemplification moves varied. For each concept, the first treatment contained two examples, the second treatment contained one example and one nonexample. The third treatment contained four examples and the fourth two examples and two nonexamples for each concept. In each of these treatments the two-attributes concepts (A concepts) were presented first (AB sequence). The four remaining treatments were exactly the same except the three-attributes concepts (B concepts) were presented first (BA sequence). ... | en |
dc.format.extent | xi, 136 leaves | en |
dc.format.medium | electronic | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.rights | This thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use. | en |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
dc.subject | Major education (educational curriculum and instruction) | en |
dc.subject.classification | 1976 Dissertation B478 | |
dc.subject.lcsh | Concept learning | en |
dc.subject.lcsh | Learning, Psychology of | en |
dc.title | The relationship between the number of attributes and the number of moves in conjunctive concept teaching strategies | en |
dc.type | Thesis | en |
thesis.degree.grantor | Texas A&M University | en |
thesis.degree.name | Doctor of Philosophy | en |
dc.contributor.committeeMember | Boone, James R. | |
dc.contributor.committeeMember | Johnson, Glenn R. | |
dc.contributor.committeeMember | Schutes, Robert E. | |
dc.type.genre | dissertations | en |
dc.type.material | text | en |
dc.format.digitalOrigin | reformatted digital | en |
dc.publisher.digital | Texas A&M University. Libraries | |
dc.identifier.oclc | 2674852 |
Files in this item
This item appears in the following Collection(s)
-
Digitized Theses and Dissertations (1922–2004)
Texas A&M University Theses and Dissertations (1922–2004)
Request Open Access
This item and its contents are restricted. If this is your thesis or dissertation, you can make it open-access. This will allow all visitors to view the contents of the thesis.