Pretask and on-task adaptive design strategies for selecting number of instances in concept acquisition

Robert D. Tennyson, Wolfgang Rothen

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

A study with 67 undergraduates investigated design strategies for selecting number of instances needed in a concept learning task. Two strategies used adaptive procedures for the selection process, while a nonadaptive strategy selected instances by number of associated attributes. The data analysis showed that the full adaptive strategy (using pretask and on-task response data) required 25% less learning time and resulted in better posttest performance than the partial adaptive strategy (pretask data only). The partial adaptive strategy was 16% more efficient and demonstrated better performance than the nonadaptive strategy. An effectiveness ratio of 2 to 1 in favor of the full adaptive over the partial and nonadaptive strategies was obtained and illustrates the effect of using on-task data sources for instance selection. (19 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)586-592
Number of pages7
JournalJournal of Educational Psychology
Volume69
Issue number5
DOIs
StatePublished - Oct 1 1977

Keywords

  • on-task adaptive design strategies for selection of number of instances, concept learning task, college students, implications for instructional treatment assessment
  • pre-task &

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