The Impact Of Definition And Example Order,the Modes Of Example Presentation On The Learning Of Descriptive Concepts

In concept learning,example teaching is a well-known and widely used effective method.The concept defined by internal relationship structure is called relationship category,and descriptive concept is a type of relationship category,which is the core component of basic knowledge.Descriptive concepts are abstract concepts represented by key terms and short definitions,which represent the relationship with specific contexts and events and can be instantiated.Although it is common to provide examples in concept learning,few studies have specifically evaluated the effectiveness of examples in descriptive concept learning from two aspects: learning achievement and learning efficiency,and there are some deficiencies in the research on the modes of example presentation.To study how to promote the effectiveness of descriptive concepts learning,examples are an important influencing factor.While definition and example order and the modes of example presentation are also important moderating variables,but the existing research still has some shortcomings in this respect.This study explores the effects of different orders of definition and examples and presentation of examples on descriptive concepts learning.In the first study,29 college students(male 9,female 20)from Northeast Normal University were recruited to study the effectiveness of examples for descriptive concepts learning by using a single-factor in-subject experiment design with/without examples.The learning time of the subjects will be monitored during the experiment,and the delayed post-test will be conducted two days after the formal experiment to measure the results of the concept learning.Deferred post-test includes defining recall test and selection match test.The definition recall test requires participants to answer questions about the definition of the concepts they have learned.Selecting a match requires the subject to match the presented example with the corresponding concepts.Finally,recall and selection of matching items will be converted to the average scoring rate;In order to further evaluate the overall effect,the learning time was used to calculate the gain per minute(GPM),so that long-term learning and efficiency were combined into a learning effectiveness index.Study two recruit northeast normal university college students,a total of 57(male 18,female 39),with 2(definition and example order: first define example/first example after definition)x 2(the modes of example presentation: block/interleaved)of two factors mixed experimental design.Among them,the order of example and definition is intra-subject variable,and the way of example presentation is inter-subject variable.In the formal experiment,the subjects all received two groups of concept learning,each group has five concepts,one group of concepts was definition first followed by example learning order,the other group of concepts was example first followed by definition learning order.In terms of example presentation,the staggered learning group will accept one example of one concept,and then learn other concepts’ examples.Subjects in the block group received all the examples of one concept and then received the learning of other concepts.After the end of the experiment,the subjects were also given a delayed post-test.The purpose of the second study is to further explore the influence of the order of definition and example and the way of presentation of examples on the effectiveness of descriptive concepts learning based on the first study.The results are as follows:1.The provision of examples can effectively promote concept learning.2.Learning example after definition is more efficient than learning definition after example.3.Interleaved presentation of examples is more conducive to the effectiveness of concept learning.