Strategy Instruction and Type of Sequence in Concept Attainment
TEXAS UNIV AT AUSTIN COMPUTER-ASSISTED INSTRUCTION LAB
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Previous research has shown that sequences in which instances from the same category appear successively facilitate performance in concept attainment. This could be due to subjects adopting strategies which involve comparisons of instances from within the same category. In this study, subjects were trained to solve the concept task by comparing instances from the same or different categories. A control group received no instructions on how to solve the task. The three instructional groups were factorially combined with two types of sequences one favoring within-category comparisons and one favoring across-category comparisons and two different relevant dimensions. The predicted interaction between type of instruction and type of sequence was significant.