Effect of taxonomic examples on free-classification among subjects with two levels of formal schooling.
Unschooled subjects and schooled subjects received instructions on a free-classification task either with or without taxonomic examples. Unschooled subjects who received taxonomic examples gave significantly more taxonomic responses than those unschooled subjects who did not receive such examples. However, providing taxonomic examples did not increase taxonomic responses for those persons with six years of schooling.
Arevalo
J S
JS
Department of Educational Psychology, University of Minnesota, Minneapolis 55455.
Bart
W M
WM
D000293:Adolescent; D002648:Child; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D005556:Form Perception; D006630:Hispanic or Latino / Q000523:psychology*; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011214:Practice, Psychological