Concept learning by children using instructional presentation forms for prototype formation and classification-skill development

Recent research has shown that concept learning for children involves both prototype formation and classification-skill development in generalization and discrimination. The present study, with 107 3rd graders, was designed to extend this research using a mathematical concept. MANOVA results on posttest and retention test scores showed that (a) presentation of best examples along with the definition facilitated prototype formation more than did a presentation of the definition along with a statement clarifying the relationship of the critical attributes, and (b) classification skill was facilitated more by presentation of both expository and interrogatory examples compared to an interrogatory-only presentation. Protocol findings confirmed the empirical results by indicating what abstractions of the concept are stored in memory, what descriptors are used to identify the concept, and what examples of the concept are recalled. (20 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).