scholarly journals Role of the Multimedia in Concept Learning from Parents’ Perspective

2021 ◽  
Author(s):  
Tarık BAŞAR ◽  
Eda ELYILDIRIM
Keyword(s):  
Concept Learning

scholarly journals The role of concepts in science teaching

2003 ◽  
pp. 111-130
Author(s):  
Slobodanka Milanovic-Nahod ◽  
Nadezda Saranovic-Bozanovic ◽  
Dragica Sisovic
Keyword(s):  
Primary School ◽  
Concept Learning ◽  
Efficient Method ◽  
Cognitive Structure ◽  
School Level ◽  
Scientific Concepts ◽  
Essential Questions ◽  
Practical Recommendations ◽  
Primary School Level

The present paper poses essential questions: What knowledge should students attain and what methods should be applied? The authors started up from cognitivistic view of cognition related to: (a) organizing knowledge of science in the form of generalized ideas or major concepts that can be reduced to a large number of information items, and (b) manner of building up students? knowledge into meaningful units as matrices of interrelated concepts. Attention is directed to difficulties emerging in developing cognitive structures related to complex contents of science and methods of concept learning in the teaching process. The results of investigations show that students? mastery of concepts is poor, and the reasons are to be found in the abstract character of contents themselves, lack of ability to interrelate contents within one discipline and between cognate ones, and the absence of establishing relationships between scientific concepts in cognitive structure. An efficient method of presenting scientific concepts was given and explained at three levels, such as macro, micro and symbolic. A model was suggested as a possible method for netting concepts in chemistry at primary school level. Practical recommendations were given to teachers how to assess students? cognitive structure and how to apply appropriate methods.

Comment: A role of Language in Infant Emotion Concept Acquisition

2020 ◽  
Vol 12 (4) ◽  
pp. 251-253 ◽  
Author(s):  
Holly Shablack ◽  
Andrea G. Stein ◽  
Kristen A. Lindquist
Keyword(s):  
Concept Learning ◽  
Developmental Trajectory ◽  
Concept Acquisition ◽  
Future Research ◽  
Discrete Emotions ◽  
Emotion Development ◽  
Discrete Emotion ◽  
Development Literature ◽  
Emotion Labels

Ruba and Repacholi (2020) review an important debate in the emotion development literature: whether infants can perceive and understand facial configurations as instances of discrete emotion categories. Consistent with a psychological constructionist account (Lindquist & Gendron, 2013; Shablack & Lindquist, 2019), they conclude that infants can perceive valence on faces, but argue the evidence is far from clear that infants perceive and understand discrete emotions. Ruba and Repacholi outline a novel developmental trajectory of emotion perception and understanding in which early emotion concept learning may be language-independent. In this comment, we argue that language may play a role in emotion concept acquisition even prior to children’s ability to produce emotion labels. We look forward to future research addressing this hypothesis.

Role of difficulty in rote and concept learning.

1964 ◽  
Vol 68 (1) ◽  
pp. 85-88 ◽  
Author(s):  
Daniel Fallon ◽  
William F. Battig
Keyword(s):  
Concept Learning

On the Role of Memory in Concept Learning by Pigeons

1990 ◽  
Vol 40 (3) ◽  
pp. 359-371 ◽  
Author(s):  
Donald F. Kendrick ◽  
Anthony A. Wright ◽  
Robert G. Cook
Keyword(s):  
Concept Learning

Role of Adjunct Questions and Subject Ability Levels on the Learning of Concepts from Prose

1986 ◽  
Vol 23 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Richard J. Hamilton
Keyword(s):  
Concept Learning ◽  
High Ability ◽  
Adjunct Questions ◽  
Midwestern University ◽  
Ability Levels ◽  
Treatment Interaction ◽  
Better Than ◽  
Low Ability

This research evaluated the effects of examples used with application adjunct questions on concept learning. Subjects were 72 undergraduates at a large midwestern university. Subjects studied a passage containing either matched or unmatched application adjunct questions or no questions (regular and special instructions). The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched questions than in the unmatched questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. The results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions did, however, produce higher levels of performance on criterion questions than unmatched questions. High ability subjects performed better than low ability subjects within treatments, but there was no significant aptitude by treatment interaction.

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