Cover for Analyses of Concept Learning

Analyses of Concept Learning

Book1966

Edited by:

HERBERT J. KLAUSMEIER and CHESTER W. HARRIS

Analyses of Concept Learning

Book1966

 

Cover for Analyses of Concept Learning

Edited by:

HERBERT J. KLAUSMEIER and CHESTER W. HARRIS

About the book

Browse this book

Book description

Analyses of Concept Learning covers the papers presented at a Conference on Analyses of Concept Learning, sponsored by the Research and Development Center for Learning and Re-educa ... read full description

Browse content

Table of contents

Actions for selected chapters

Select all / Deselect all

  1. Full text access
  2. Book chapterNo access

    AUTHOR INDEX

    Pages 267-269

  3. Book chapterNo access

    SUBJECT INDEX

    Pages 270-272

About the book

Description

Analyses of Concept Learning covers the papers presented at a Conference on Analyses of Concept Learning, sponsored by the Research and Development Center for Learning and Re-education of the University of Wisconsin, held in October 1965. The book focuses on efficient learning for children, youth, and adults, including concept learning, problem solving, and progresses in cognitive abilities. The selection first offers information on the formal analysis of concepts, psychological nature of concepts, and analysis of concepts from the point of view of the structure of intellect. The text then examines the relationships between concept learning and verbal learning and meaningfulness and concept. Discussions focus on linguistic analysis of nonsense syllables, linguistic concepts as determiners of meaningfulness, stimulus selection and stimulus bias, response learning and associative learning, and implicit associative responses. The book takes a look at the learning of principles, developmental approach to conceptual growth, and learning in adulthood. Topics include consistency in mental abilities, comparison with long-range trends in stability of mental functions, anxiety derived from conflicts over learning, motivation to maximize similarity to a model, and the scientific meaning of concept. Meaningful reception learning and the acquisition of concepts and a model for the analysis of inquiry are also discussed. The selection is a vital reference for researchers interested in concept learning.

Analyses of Concept Learning covers the papers presented at a Conference on Analyses of Concept Learning, sponsored by the Research and Development Center for Learning and Re-education of the University of Wisconsin, held in October 1965. The book focuses on efficient learning for children, youth, and adults, including concept learning, problem solving, and progresses in cognitive abilities. The selection first offers information on the formal analysis of concepts, psychological nature of concepts, and analysis of concepts from the point of view of the structure of intellect. The text then examines the relationships between concept learning and verbal learning and meaningfulness and concept. Discussions focus on linguistic analysis of nonsense syllables, linguistic concepts as determiners of meaningfulness, stimulus selection and stimulus bias, response learning and associative learning, and implicit associative responses. The book takes a look at the learning of principles, developmental approach to conceptual growth, and learning in adulthood. Topics include consistency in mental abilities, comparison with long-range trends in stability of mental functions, anxiety derived from conflicts over learning, motivation to maximize similarity to a model, and the scientific meaning of concept. Meaningful reception learning and the acquisition of concepts and a model for the analysis of inquiry are also discussed. The selection is a vital reference for researchers interested in concept learning.

Details

ISBN

978-1-4832-3127-3

Language

English

Published

1966

Copyright

Copyright © 1966 Elsevier Inc. All rights reserved.

Imprint

Academic Press

Editors

HERBERT J. KLAUSMEIER

Research and Development Center for Learning and Re-education, University of Wisconsin, Madison, Wisconsin

CHESTER W. HARRIS

Department of Educational Psychology, University of Wisconsin, Madison, Wisconsin