Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 115-121).

No description available.

No description available.

No description available.

This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning, it is not clear how this effect manifests itself. Previous research suggests that one way to examine the effects of knowledge on learning is to compare subtasking, that is, dividing a task into subsets, to unstructured learning, or learning "all-at-once". Neural network simulations using the cascade-correlation learning algorithm predict that subtasking facilitates learning when it involves learning a function that is compatible (i.e., logically consistent) with the rest of the task, and hinders learning when it involves learning a function that is incompatible with the rest of the task (Tetewsky, Shultz, & Takane, 1995). Two experiments were conducted to test these predictions using a concept learning task, measuring the number of trials required for participants to correctly classify 16 stimuli, consisting of key images defined by four binary dimensions, into two groups based on a relationship between the stimulus dimensions that was either simple or complex. The results indicated that the simple subtasking condition provides a good example of the effects of function compatibility, in that depending on what regularity participants extract in the first subset, learning of the rest of the task is facilitated or hindered as compared to all-at-once learning. The complex condition shows that some participants extracted a function in the first subset that was compatible with the rest of the task, thus facilitating learning as compared to all-at-once learning. However, for other participants, the knowledge acquired in subtasking is inaccessible in later learning. These findings provide evidence for the psychological validity of the simulations. Implications to part-whole transfer and applications in concept learning research are discussed.

This study was designed to investigate whether or not Mendelian genetics instruction using human examples, in contrast to traditional genetic examples, would facilitate the acquisition and retention of four genetic concepts: (1) complete dominance, (2) incomplete dominance, (3) law of segregation, and (4) law of independent assortment. A pre/post/delayed-posttest was designed to assess the acquisition and retention of the concepts and the formation of misconceptions of genetic concepts. A written Piagetian Task Instrument (PTI) was employed to detect cognitive growth toward the formal operational level of thought.Eighty ninth-grade biology students from Marion High School, Marion, Indiana were used in the study. The students were assigned randomly to two control and two treatment groups. Students in the control groups. were instructed in Mendelian genetics using traditional genetic examples to explain the concepts. Students in the treatment groups were instructed in Mendelian genetics using only human examples to explain the concepts.Students who were instructed in Mendelian genetics using human examples acquired and retained those concepts better and acquired fewer misconceptions than students who were instructed using traditional examples.Students who were instructed in Mendelian genetics using human examples did not differ from those instructed via traditional examples with respect to their movement from concrete operational toward formal operational thought. / Department of Biology

There is no abstract available for this dissertation.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 265-282).