Effects of concretely illustrated instruction versus abstractly illustrated instruction on acquisition of abstract concepts.

dc.contributor.advisorSmith, Patricia L.,en_US
dc.contributor.authorSmith, Margaret Ann.en_US
dc.date.accessioned2013-08-16T12:31:01Z
dc.date.available2013-08-16T12:31:01Z
dc.date.issued2000en_US
dc.description.abstractThe participants in this study are junior and senior students enrolled in an undergraduate introductory instructional development course at a southwestern university. Students in the class were equally divided by visual ability into three treatment groups.en_US
dc.description.abstractResults were not significant, concluding the effects of concretely illustrated and abstractly illustrated instruction for this study had no differential effect on learning abstract concepts. This finding points to further study with more proven instruments.en_US
dc.description.abstractThe design of the study used a two by three multivariate analysis of variance (MANOVA). The illustration variable had three levels: none, concrete and abstract. The dependent variables were immediate and delayed post-test scores.en_US
dc.description.abstractThe materials of this study were three versions of a printed lesson based on the intellectual skills portion of Gagne's domains of learning outcomes. The first treatment contained text and abstract visuals, the second treatment contained text and concrete visuals and the third was text alone. An immediate and delayed test was given over the lesson.en_US
dc.description.abstractThe purpose of this study was to investigate the comparative effects of concretely illustrated instruction versus abstractly illustrated instruction on the acquisition of abstract concepts with immediate and delayed testing.en_US
dc.format.extentxiii, 249 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/6013
dc.noteSource: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2598.en_US
dc.noteMajor Professor: Patricia L. Smith.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Technology of.en_US
dc.subjectPictures in education.en_US
dc.subjectLearning, Psychology of.en_US
dc.subjectPsychology, Cognitive.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Educational Psychologyen_US
dc.titleEffects of concretely illustrated instruction versus abstractly illustrated instruction on acquisition of abstract concepts.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology
ou.identifier(UMI)AAI9980449en_US

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