Ed 097 661

The purpose of this experiment was to provide further information on how an individual's strategy and his performance are affected by increasing the amount of relevant or irrelevant information he receives. The subjects were sixty volunteers from ari -----u-n-dergYaduate course in educational psychology who were randomly assigned to one of six treatment groups. Each subject was told that he would be asked to solve several concept identification problems and to learn the .concept in as few card cdhoices as possible. Each subject solved 16 problems appropriate to his particular treatment group. Scores were obtained for focusing strategy, number of card -choices to solution, and time to solution. It was concluded that since a subject's focusing strategy score is lowered by increasing he amount, of information in a concept learning task, the learning of concepts in the clas,stoom would be enhanced by presenting students with concepts which involve small amounts of information, making it possible for students to develop strategies appropriate for coping with such information. Also, since strategies appear to develop over time, students should be given an opportunity to solve several problems in order to perfect their strategy and performance at solving such problems. (WR) .1 U S tIt PA14,61 NI ,I tit Al 114 . I 011167101.4 6 WI . I Atli NAtIONAt '14'4111,11 01 Strategy-Development as a Function or the /mount of Relevant I " "` "'°'N ic4 .:. .. f i141:, . . . or Irrelevant InEarma4on!.. ... OM ,1. .4 ' 41(4.140,.,.. i . ( irk '1:t..!': . 444 A 'I .4!A. 141 4 .4 .6104' I!, tt 1 Rita R. Culross J. Kent Davis A.4. 'U., 4I,. !I: itg ..?4!)1 It 4.,,ttF Mt owl.. 1.4 hA1,p,4A1 .N , A, 11 114 1'.1. i 4 '01 !l 1.1, ., 1,0 44 i 4,1 . 110141(3141 t II. 1 ,.., iI 1. t t Nt 1 A ::4 pr. ' :.14 61, 1 4 3. . I , 1 /. ' ... .1 ; er..10 NI .4<..iti .1, 1-4 0045 Culross Rita , , , R