Effect of emphasis on time-to-solution and verbal versus spatial stimuli on attribute identification performance
| dc.contributor.author | Wasilewski, Bohdan Kazimierz | |
| dc.contributor.supervisor | Downing, John | |
| dc.date.accessioned | 2025-04-24T18:52:36Z | |
| dc.date.available | 2025-04-24T18:52:36Z | |
| dc.date.issued | 1973 | |
| dc.degree.department | Faculty of Education | |
| dc.description.abstract | Four hundred and thirteen students in twenty-four intact Grade XI classes, under the direction of their regular teachers, from three secondary schools in Victoria, B.C., participated in two concept learning experiments. The aim was to test (1) the effect of instructions which emphasize speed and (2) the effect of spatial versus verbal stimulus materials on performance on an attribute identification task. The stimuli were twenty cards representing either four or six two-value dimensions (shape, size, color, number; and, location, outline). Two problems, each of twenty cards, were contained in a booklet. The responses of Ss to the stimuli were observed in terms of the number of cards to solution. The results indicate that: (1) Ss who were instructed to work as quickly as possible solved proportionally fewer tasks and used more cards to solution in terms of a 5-point scale than Ss who were instructed to ignore time and to work as carefully as possible: and (2) Ss on verbal stimulus materials solved proportionally more tasks, achieved the solution with fewer card choices (in terms of a 15-point scale), and used fewer cards to solution (in terms of a 5-point scale), than Ss on spatial stimulus materials. These findings suggest that speed and "goodness" of a response may not be interchangeable attributes; that the use of speed instructions in either an experimental situation or in classroom testing is questionable; and that spatial and verbal stimulus materials representing the same construct may not elicit equivalent responses. The validity of generalizing the results from experimental studies of attribute identification with geometric stimuli to normal concept learning situations in the everyday life classroom is questioned. | |
| dc.description.reviewstatus | Unreviewed | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22004 | |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.title | Effect of emphasis on time-to-solution and verbal versus spatial stimuli on attribute identification performance | |
| dc.type | Thesis |