Developmental study of the acquisition and utilization of conceptual strategies

James D. McKinney

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Tested the effects of instruction in 2 formally different strategies on conjunctive concept attainment and problem-solving efficiency at 2 developmental levels. A total of 90 educable retarded 9-11 yr. olds with MAs of 5-6 and 7-8 yr. served as Ss. Treatments consisted of instruction in conservative focusing, successive scanning, or no instruction. It was found that with the 5-7 MA level, training in focusing failed to facilitate performance; scanning instruction increased problem-solving efficiency but did not facilitate concept attainment. At the 7-8 MA level, instruction in both strategies facilitated performance, although focusing was more effective than scanning. Results indicate that the acquisition of complex cognitive operations in young children is a function of both the logical structure and informational demands of the task. (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)22-31
Number of pages10
JournalJournal of Educational Psychology
Volume63
Issue number1
DOIs
StatePublished - Feb 1 1972

Fingerprint

utilization
instruction
Efficiency
efficiency
performance
Therapeutics

Keywords

  • 7-8 yr
  • conjunctive concept attainment &
  • problem-solving efficiency, conservative focusing &
  • successive scanning instruction, educable retardates with MAs of 5-6 &

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Developmental study of the acquisition and utilization of conceptual strategies. / McKinney, James D.

In: Journal of Educational Psychology, Vol. 63, No. 1, 01.02.1972, p. 22-31.

Research output: Contribution to journalArticle

@article{da85ede17bbd4cd28347bea6798d9f23,
title = "Developmental study of the acquisition and utilization of conceptual strategies",
abstract = "Tested the effects of instruction in 2 formally different strategies on conjunctive concept attainment and problem-solving efficiency at 2 developmental levels. A total of 90 educable retarded 9-11 yr. olds with MAs of 5-6 and 7-8 yr. served as Ss. Treatments consisted of instruction in conservative focusing, successive scanning, or no instruction. It was found that with the 5-7 MA level, training in focusing failed to facilitate performance; scanning instruction increased problem-solving efficiency but did not facilitate concept attainment. At the 7-8 MA level, instruction in both strategies facilitated performance, although focusing was more effective than scanning. Results indicate that the acquisition of complex cognitive operations in young children is a function of both the logical structure and informational demands of the task. (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).",
keywords = "7-8 yr, conjunctive concept attainment &, problem-solving efficiency, conservative focusing &, successive scanning instruction, educable retardates with MAs of 5-6 &",
author = "McKinney, {James D.}",
year = "1972",
month = "2",
day = "1",
doi = "10.1037/h0032241",
language = "English",
volume = "63",
pages = "22--31",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

TY - JOUR

T1 - Developmental study of the acquisition and utilization of conceptual strategies

AU - McKinney, James D.

PY - 1972/2/1

Y1 - 1972/2/1

N2 - Tested the effects of instruction in 2 formally different strategies on conjunctive concept attainment and problem-solving efficiency at 2 developmental levels. A total of 90 educable retarded 9-11 yr. olds with MAs of 5-6 and 7-8 yr. served as Ss. Treatments consisted of instruction in conservative focusing, successive scanning, or no instruction. It was found that with the 5-7 MA level, training in focusing failed to facilitate performance; scanning instruction increased problem-solving efficiency but did not facilitate concept attainment. At the 7-8 MA level, instruction in both strategies facilitated performance, although focusing was more effective than scanning. Results indicate that the acquisition of complex cognitive operations in young children is a function of both the logical structure and informational demands of the task. (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

AB - Tested the effects of instruction in 2 formally different strategies on conjunctive concept attainment and problem-solving efficiency at 2 developmental levels. A total of 90 educable retarded 9-11 yr. olds with MAs of 5-6 and 7-8 yr. served as Ss. Treatments consisted of instruction in conservative focusing, successive scanning, or no instruction. It was found that with the 5-7 MA level, training in focusing failed to facilitate performance; scanning instruction increased problem-solving efficiency but did not facilitate concept attainment. At the 7-8 MA level, instruction in both strategies facilitated performance, although focusing was more effective than scanning. Results indicate that the acquisition of complex cognitive operations in young children is a function of both the logical structure and informational demands of the task. (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

KW - 7-8 yr

KW - conjunctive concept attainment &

KW - problem-solving efficiency, conservative focusing &

KW - successive scanning instruction, educable retardates with MAs of 5-6 &

UR - http://www.scopus.com/inward/record.url?scp=0015292094&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0015292094&partnerID=8YFLogxK

U2 - 10.1037/h0032241

DO - 10.1037/h0032241

M3 - Article

C2 - 5007745

AN - SCOPUS:0015292094

VL - 63

SP - 22

EP - 31

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -