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2. Development of Conceptual Learning and Assessment Series IV: Tree. Working Paper No. 126.
- Author
-
Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Klausmeier, Herbert J.
- Abstract
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning related to the specified levels. The CLD model provides a basis for assessing children's level of conceptual development. The assessment of the level of conceptual development requires assessment tools and procedures appropriate for children ages 4-18. This working paper presents a set of exercises designed to assess children's level of attainment as well as use of the concept tree. (Author/BJG)
- Published
- 1974
3. Development of Conceptual Learning and Development Assessment Series II: Cutting Tool. Working Paper No. 120.
- Author
-
Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Klausmeier, Herbert J.
- Abstract
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning related to the specified levels. The CLD model provides a basis for assessing children's level of conceptual development. The assessment of the level of conceptual development requires assessment tools and procedures appropriate for children ages 4-18. This working paper presents a set of exercises designed to assess children's level of attainment as well as use of the concept cutting tool. (Author/BJG)
- Published
- 1973
4. Development of Conceptual Learning and Development Assessment Series I: Equilateral Triangle. Working Paper No. 119.
- Author
-
Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Klausmeier, Herbert J.
- Abstract
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning related to the specified levels. The CLD model provides a basis for assessing children's level of conceptual development. The assessment of the level of conceptual development requires assessment tools and procedures appropriate for children ages 4-18. This working paper presents a set of exercises designed to assess children's level of attainment as well as use of the concept equilateral triangle. (Author/BJG)
- Published
- 1973
5. Modeling and Corrective Feedback Effects on Children's Acquisition, Generalization and Retention of a Conservation Rule.
- Author
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Zimmerman, Barry J.
- Abstract
The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied with items spanning three stimulus dimensions (length, number, and two-dimensional space). Observation of a model, correction training (joining positive feedback with verbal rule provision), and the combination of observation and correction were all successful in producing learning and, without further training, transfer and retention of conservation. Unlike the controls (who also never correctly answered any equality items), the trained experimental groups gave evidence of spontaneously generalizing their new learning to a task that required nonverbal behavior to manifest conservation. (Author)
- Published
- 1974
6. Generalizability of Factor Structures Underlying Student Ratings of Instruction.
- Author
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Bejar, Isaac I. and Doyle, Kenneth O.
- Abstract
The generalizability of factor structures of student ratings of instruction based on instructors' individual differences was examined. The subjects were instructors from the humanities, social science, and mathematics divisions who had had their courses evaluated at least twice using the same evaluation questionnaire. The data from the three divisions were factor analyzed and the resulting factor structures compared using Kaiser's procedure. Only one factor ("defines student responsibilities") was found to be stable within the across divisions. The results were explained in terms of the distinction between within-class covariation and between-class covariation. (Author)
- Published
- 1974
7. Over-Extension Phenomena in Children's Acquisition of Spatial Adjectives.
- Author
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Hallett, Suzanne Hogan
- Abstract
The purpose of this study was to investigate children's acquisition of the non-comparative forms of spatial adjectives and to specifically test the following experimental questions: (1) Are positive-pole terms, or those such as "big," which indicate extent along a dimension, acquired earlier than negative-pole terms? (2) Does over-extension, or inappropriate over-generalization, occur in the child's acquisition of spatial adjectives? (3) What is the order of acquisition of spatial adjectives? The subjects were sixty preschool children ranging in age from 2 years 8 months to 4 years 1 month and were divided into six groups separated by three-month age intervals. The following pairs of spatial adjectives were presented to each subject and then used as test items: (1) big-little, (2) tall-short, (3) high-low, (4) long-short, (5) wide-narrow, (6) thick-thin, (7) deep-shallow, and (8) fat-skinny. All children were tested individually following a brief play period and instructions concerning the task. Responses were tabulated for each group and analyzed to determine the significance of the factors of age, polarity, and terms. Analyses were also performed to determine order of acquisition. Results indicated that acquisition of spatial adjectives proceeds according to semantic complexity. No differences were observed in the learning of positive- and negative-pole terms, and the children's acquisition of spatial adjectives did not seem to proceed according to an over-extension model. Both members of a pair of adjectives were acquired concurrently. (PMP)
- Published
- 1974
8. Generalization and Constrast Phenomena in Behavior Modification with Children. Preliminary Draft.
- Author
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Johnson, Stephen M.
- Abstract
The present research was designed to answer two basic questions: (1) Do children who are referred for treatment of behavior problems in one setting also exhibit such behavioral problems in the others? (2) Does behavior modification in the primary setting have any systematic effect on children's behavior in the other (secondary) setting? Thirty-five children, identified by either parents or teachers as having behavior problems either at home or at school, were involved in an intervention treatment study: (1) 15 children were referred for outpatient treatment for 'active' behavior problems in the home setting (the 'home problem' sample); (2) 12 children, the 'school problem' sample, were referred for treatment of behavior problems in the school setting; and (3) 8 children were recruited to form the 'school problem control' sample. Verbal reports by parents and teachers were obtained, and independent measures were taken in both the home and school setting on the 'deviant' children. The Walker Problem Identification Checklist was administered to the children's teachers, and the Bi-Polar Adjective Checklist was given to all parents of children before and after receiving their respective treatments. Study results indicate that unprogrammed positive generalization rarely occurs. If children have difficulty in both school and home settings they should probably receive simultaneous treatment in both settings. (CS)
- Published
- 1974
9. Doubl-ing.
- Author
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Language Research Foundation, Cambridge, MA. and Ross, John Robert
- Abstract
This paper investigates a type of grammatical ill-formedness in English which is traceable to the repetition, under certain specified conditions, of present participles, e.g. the verb "continue" cannot occur with participles if it is in the present progressive. The solution to generalizing about ill-formedness of this type is by means of a derivational constraint which is formulated in such a way as to link certain features of remote structure to certain features of surface structure. The violation is not stated in terms of a restriction on transformations but rather as a static filter on the output of the syntactic component. This paper refines and formally states the requisite derivational constraint so that it is not too powerful. The author examines the consequences for linguistic theor y of postulating such a derivational constraint. The argument for using such a constraint, details on its development, and references are presented. (Author/VM)
- Published
- 1971
10. Multi-Disciplinary Approach to Planning.
- Author
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Wheeler, Lawrence and Miller, Ewing
- Abstract
This paper discusses the working principles that have grown out of the experiences of an architect and a psychologist working together as a planning team. According to the author, the true problem in planning and design is the prediction of behavior. Therefore, although the basic problems should be handled by the designer, a psychologist can employ his specific tools to advance the goals of a planning or design group. For example, a psychologist can make quantified measurements of behavior for programing functional requirements; utilize experimental techniques in evaluating particular design variables; and construct surveys, case studies, and similar measurements for the validation of planning criteria. (Author/MLF)
- Published
- 1970
11. On Generalization of the Satisfiability Definition and Proof Rules With Remarks to my Paper: On Theses of the First-Order Functional Calculus
- Author
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Juliusz Reichbach
- Subjects
Discrete mathematics ,Natural deduction ,Proof calculus ,Logic ,Generalization ,Process calculus ,Calculus ,First order ,Satisfiability ,Mathematics ,Functional calculus - Published
- 1962
12. Note on P.P. Rings: (A Supplement to Hattori’s Paper)
- Author
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Shizuo Endo
- Subjects
Left and right ,Pure mathematics ,Ring (mathematics) ,Generalization ,General Mathematics ,Torsion theory ,Proposition ,Ideal (ring theory) ,Characterization (mathematics) ,Commutative property ,Mathematics - Abstract
A ring R is called, according to [2], a left p.p. ring if any principal left ideal of R is projective. A ring which is left and right p.p. is called a p.p. ring.In this short note we shall give some additional remarks to A. Hattori [2]. In Proposition 1 we shall give a characterization of commutative p.p. rings, and in Proposition 3 we shall give a generalization of Proposition 17 and 18 in [2], which shows also that the modified torsion theory over commutative p.p. rings coincides with the usual torsion theory.
- Published
- 1960
13. CXVI. Note on a paper by N. J. Durant
- Author
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W.M. Stone
- Subjects
Constant coefficients ,Transformation (function) ,Laplace transform ,Generalization ,Mathematical analysis ,Finite difference ,Finite difference coefficient ,Finite difference equations ,Mathematics - Abstract
A generalization of the Laplace transformation is denned by means-of an infinite sum. A short list of transformation pairs is included and application is made to a finite difference equation with constant coefficients discussed by N. J. Durant (Phil. Mag. xxxvi. p. 569, Aug. 1945). Further application to finite difference equations with rational coefficients is suggested.
- Published
- 1948
14. Statistics, Induction, and Lawlikeness: Comments on Dr. Vetter’s Paper
- Author
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Jaakko Hintikka
- Subjects
Philosophy of language ,Philosophy of science ,Inductive logic ,Generalization ,Computer science ,Mathematical statistics ,Statistics ,Relevance (law) ,Metaphysics ,Inductive reasoning - Abstract
In his valuable paper, Dr. Vetter raises many interesting questions and offers several acute observations on them. I cannot deal with all the problems he touches on within the confines of my comment. I must therefore limit my remarks to a few selected topics. Among the wealth of material offered by Dr. Vetter’s paper I have chosen two subjects for special consideration. They are (1) the relevance of mathematical statistics to a logician’s work on induction - and vice versa - and (2) the problem of inductive generalization.
- Published
- 1970
15. Correction and completion of the paper 'Generalization of a formula of Hayman'
- Author
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Emil Grosswald
- Subjects
Algebra ,Generalization ,General Mathematics ,30.20 ,Mathematics - Published
- 1969
16. On Rk × Zl-Actions††During part of the preparation of this paper the author spent a year at the Instituto de Matemática Pura e Aplicada (IMPA) at Rio de Janeiro, Brazil. I wish to express my gratitude to the following mathematicians for several interesting conversations: At IMPA to E. Lima, G. and J. Palis, M. Peixoto, J. Sotomayor; at Berkeley to I. Kupka, C. Pugh, and especially to my advisor S. Smale
- Author
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C. Camacho
- Subjects
Pure mathematics ,Mathematics::Dynamical Systems ,Generalization ,Group (mathematics) ,Invariant manifold ,Lie group ,Mathematics::Geometric Topology ,Mathematics - Abstract
Publisher Summary Smale introduced a family of flows called Morse–Smale flows. Later in his survey, he posed the question of generalization of this idea to other Lie group actions. This chapter presents an introduction to a similar study for actions of the group. It also discusses the hyperbolic linear actions and invariant manifold theory.
- Published
- 1973
17. Remark on Lehto's paper 'a generalization of Picard's theorem'
- Author
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Kikuji Matsumoto
- Subjects
Discrete mathematics ,Pure mathematics ,Picard–Lindelöf theorem ,Generalization ,General Mathematics ,Picard theorem ,Mathematics - Published
- 1962
18. Footnote to a Recent Paper
- Author
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Herman H. Goldstine
- Subjects
Class (set theory) ,Computer science ,Generalization ,Stability (learning theory) ,Jacobi method ,Statistical proof ,Unitary state ,symbols.namesake ,Artificial Intelligence ,Hardware and Architecture ,Control and Systems Engineering ,symbols ,Calculus ,Element (category theory) ,Software ,Information Systems ,Von Neumann architecture - Abstract
In a recent paper 1 I stated that von Neumann had originated the suggestion for the use of Schur's canonical form for arbitrary matrices. I have since learned that the suggestion actually is due in the first instance to John Greenstadt, who brought it to von Neumann's attention. The history of this is rather interesting and was communicated to me in a letter from John Greenstadt, which I quote below. “The full story is, that the triangularization occurred to me early in 1953, after trying in vain to find a general iterative diagonalization procedure, even where one knew that it was possible to diagonalize (defective degeneracy being the impossible case). It seemed to me that one thing that made for the stability of the Jacobi method was the fact that all the elements in the transformation matrix were less than 1. A natural generalization embodying this requirement was to consider unitary transformations. Then, a quick check of Murnaghan's book showed that one could hope only to triangularize, but that this was always possible. “I did some hand calculations on this, and lo and behold! it converged in the few cases I tried. I then programmed it for the CPC and tried many other cases. For several months thereafter, Kogbetliantz, John Sheldon, and I tried to prove convergence, when the algorithm involved the sequential annihilation of off-diagonal elements. We (particularly Sheldon) tried many approaches, but with no hint of success. Finally, in the latter part of 1953, we decided to ask von Neumann, who was then a consultant for IBM, when he was in New York at our offices. “I had prepared a writeup describing the procedure, but von Neumann (rightly) didn't want to bother reading it, so I explained it to him in about two minutes. He spent the next 15 minutes thinking up all the approaches we had thought of in three or four months, plus a few ones—all, however, without promise. “At this point he decided that it was a nontrivial problem, and perhaps not worth it anyway, and immediately suggested minimizing the sum of squares of subdiagonal elements, which is, of course, the truly natural generalization of the Jacobi method. For the next 15 minutes he investigated the case when it would be impossible to make an improvement for a particular pivotal element and found that these cases were of measure zero. “I recoded my procedure for the 701 and tried many other matrices of various sizes. I myself never had a failure, but it has since been demonstrated that the method will indeed fail for a class of matrices. Hence, a proof is clearly impossible. However, I think a statistical proof is possible, along lines suggested by Kogbetliantz, which, however, I have not been able to find. I do not think von Neumann's variation of the method would fail. (However, it is more complicated and time consuming.)”
- Published
- 1960
19. Discussion of Audit Recommendations and Management Auditing: A Case Study and Some Remarks
- Author
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Mautz, Robert K.
- Published
- 1966
- Full Text
- View/download PDF
20. Generalization of Certain Theorems of Bohl, [Second Paper]
- Author
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F. H. Murray
- Subjects
Discrete mathematics ,Pure mathematics ,Generalization ,General Mathematics ,Point (geometry) ,Extension (predicate logic) ,Mathematical proof ,Algebraic method ,Mathematics - Abstract
near a point solution xi ai (i 1, 1 *, n) when certain conditions are satisfied. In the present paper these conditions are replaced by less stringent ones; the methods of proof of certain existence theorems are very similar to those employed in the first paper, and these proofs are given here in an abbreviated forin. In addition, the asymptotic properties of certain trajectories are discussed by an extension of the methods of Bohl. On account of the more complicated form of certain quadratic forms which occur here, it has been convenient to leave undetermined certain constants which are determined explicitly in the first paper; this procedure, together with the algebraic method of transforming the canonical equations, reduces to a small amount the results common to both papers.
- Published
- 1927
21. Notes on a paper by Sanov. II
- Author
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Ruth Rebekka Struik
- Subjects
Combinatorics ,Generalization ,Applied Mathematics ,General Mathematics ,Lie ring ,Prime (order theory) ,Mathematics - Abstract
F(k) ={xkj x F}; F,=F; Fk= (Fk_l,F). Let (u, v, 0)=u, (u, v, 1)=(u, v), (u, v, n)=((u, v, n-1), v). Then Sanov [3] proved that (1. 1) (u, v, apa _1) p-a E F(p#)Fapa+?, /3 a = 1, 2, where p is a prime. In this paper, (1.1) is proved for the cases a= 1, 2; 3 arbitrary. A slight generalization of these results is also proved. Sanov's proof involved an investigation of ideals in a Lie Ring. In this paper, Hall's Collection Process will be used. The method also yields other formulas, e.g. (1.2) (u, v, p2 1)P' (E F2p2_pF(p) (1.3) (u, v, pa+l 1)p~l C F2pa+l paF(pl), a = 1 2, and can be used to produce numerous formulas of a similar nature. The author hopes that some of these formulas and/or the method may be of use in solving other group-theoretic problems. The author was unable to use the method to prove (1.1) for a =3. Note that for a=f = 1, (1. 1) becomes (1.4) (U, v, p 1) E F(p)Fv+1. (1.4) plays an important role in the theory of the Restricted Burnside Problem.
- Published
- 1961
22. Generalized Limits in General Analysis, First Paper
- Author
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Charles N. Moore
- Subjects
Pure mathematics ,Series (mathematics) ,Basis (linear algebra) ,Simple (abstract algebra) ,Generalization ,Applied Mathematics ,General Mathematics ,Multiple integral ,Partial derivative ,Divergent series ,Equivalence (measure theory) ,Mathematics - Abstract
The analogies that exist between infinite series and infinite integrals are well known and have frequently served to indicate the extension of a theorem or a method from one of these domains of investigation to the other. According to a principle of generalization that has been formulated by E. H. Moore, the presence of such analogies implies the existence of a general theory which incltudes the central features of both the special theories.t It is the purpose of the present paper to develop the fundamental principles of that sectioll of this general theorv which contains as particular instances the theories of Cesaro and H6lder summability of divergent series and divergent integrals. Furthermore, the usefulness of the theory will be illustrated by proving a general theorem in it which includes as special cases the Knopp-Schnee-Ford theoremt with regard to the equivalence of the Cesaro and Holder means for summing divergent series, an analogous theorem due to Landau ? concerning divergent integrals, and a further new theorem with regard to the equivalence of certain generalized derivatives. The general theorem just mentioned can be extended to the case of multiple limits so as to include other new theorems, analogous to those referred to above, with regard to multiple series, multiple integrals, and partial derivatives. This extension, however, involves formulas that are considerably more complicated than in the case of simple limits. I shall therefore reserve it for a second paper, as I wish to avoid algebraic complexity in this first presentation of the general theory. Following the terminology introduced by E. H. Moore, we indicate the basis of our general theory as follows
- Published
- 1922
23. Correction to the paper 'A generalization of $K$-compact spaces'
- Author
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Shri R. N. Bhaumik and D. N. Misra
- Subjects
Algebra ,Generalization ,General Mathematics ,Mathematics - Published
- 1974
24. Remarks on the Paper 'Generalization of a Theorem of Mandelbrojt'
- Author
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James A. Jenkins
- Subjects
Combinatorics ,Algebra ,Generalization ,General Mathematics ,Mathematics - Published
- 1962
25. A Comment on Dr. Vazsonyi's Paper, 'A Generalization of Nyquist's Stability Criteria'
- Author
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S. J. Mason
- Subjects
Generalization ,Stability (learning theory) ,General Physics and Astronomy ,Nyquist–Shannon sampling theorem ,Applied mathematics ,Mathematics - Published
- 1949
26. Correction to paper by H. K. Sen and A. A. Wyller, 'On the generalization of the Appleton-Hartree magnetoionic formulas'
- Author
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R. N. Manchester
- Subjects
Physics ,Atmospheric Science ,Ecology ,Generalization ,Paleontology ,Soil Science ,Forestry ,Hartree ,Aquatic Science ,Oceanography ,Geophysics ,Space and Planetary Science ,Geochemistry and Petrology ,Earth and Planetary Sciences (miscellaneous) ,Earth-Surface Processes ,Water Science and Technology ,Mathematical physics - Published
- 1965
27. Crystallizing Conditions, Developmental Advance and Education. First Annual Report.
- Author
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Feldman, David
- Abstract
This research report outlines progress made in the development of a conceptual framework (called "crystallization") which is intended to explain the conditions found to be critical to the child's potential for developmental change. The research completed and proposed on crystallization has centered around four main areas of activity: (1) a field experiment, (2) the development of a diagnostic map-drawing instrument, (3) the preparation of a series of theoretical and conceptual papers, and (4) a proposed study of "precociousness" in children. The overall research goal is an attempt to operationalize, or put into explicit language, the specific conditions under which developmental advances take place, especially advances which would probably not occur without educational assistance. Each activity undertaken in the project was selected for its probable contribution to this objective and is described separately in the report. (CS)
- Published
- 1974
28. First Cross-Sectional Study of Attainment of the Concepts 'Equilateral Triangle' and 'Cutting Tool' by Children Age 5 to 16 of City B. Report from the Program on Children's Learning and Development. Technical Report No. 288.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Klausmeier, Herbert J.
- Abstract
Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. The strategy and objectives of a longitudinal assessment of children's conceptual learning and development are presented. Perspective is provided regarding the role of the present cross-sectional study in the longitudinal assessment. For the present study, assessment batteries were developed to assess each child's level of concept attainment and also the related use of the concepts equilateral triangle and cutting tool. Both batteries were designed as paper-and-pencil tasks and administered to 100 children enrolled in each of four grades: kindergarten, third, sixth, and ninth. Predictions based on the model about children's conceptual development were strongly supported across both concepts. The two concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. As the concepts were attained to higher levels they were used increasingly (a) in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy, (b) in understanding principles that stated a relationship between the attained concept and one or more other concepts, and (c) in solving problems that required the use of the particular concept. Having the labels of the concept and of its defining attributes facilitated (a) attainment of the concept and (b) mastery of the three uses of the concept. (Author)
- Published
- 1974
29. Vicarious Influences on Children's Creative Behavior.
- Author
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Arizona Univ., Tucson. Arizona Center for Educational Research and Development. and Zimmerman, Barry J.
- Abstract
A model's influence on the creative behavior of 120 fifth-grade children was studied in four variations. Separate groups observed a model who was either high or low in the fluency or flexibility creativity dimensions. Multivariate procedures were used to assess treatment effects upon children's fluency and flexibility measures collected on parallel and on a very different type of creative task. High model fluency was found to significantly increase child fluency and flexibility measures on the parallel task. A marginally significant increase in observer fluency was noted on the stringent generalization task. Contrary to predictions, increased model flexibility produced significant decreases in observer fluency and flexibility measures on both the parallel and stringent generalization tasks. (Author)
- Published
- 1973
30. The Effect of Instructions, Discrimination Difficulty, and Methods of Assessment on Generalized Imitation.
- Author
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Illinois Univ., Urbana. Children's Research Center. and Steinman, Warren M.
- Abstract
Research was conducted relevant to two questions: First, does generalized imitation reflect the child's failure to discriminate reinforced from non-reinforced occasions? Second, are the results which characterize generalized imitation a function of confounded social and instructional influences that operate within the procedures used in generalized imitation research? A generalized imitation experiment was conducted utilizing seven 9-year-old girls as Ss and two female graduate students as experimenter-models. Two kinds of trials were presented in each session. For the first four or five sessions, only successive-discrimination trials were presented. Following these sessions, each session contained blocks of successive-discrimination trials and blocks of choice trials. It is concluded that the generalized imitation may be the result of strong social and instructional variables. (CK)
- Published
- 1971
31. The Effects of Type, Identifiability, and Variety of Instructional Instances on Subject Matter Concept Attainment.
- Author
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Harris, R. Carl
- Abstract
Subject matter concept attainment by adult Ss was studied by experimentally manipulating instructional instances which were either positive or negative, clear or obscure, or presented in large or small variety. Training and testing instances were composed of case studies communicated via prose description that had been analyzed for relevant and irrelevant attributes. Conceptualization was defined as generalization within and discrimination between classes and was assessed by having 176 undergraduate volunteers classify new positive and negative case studies after instruction from a definition and selected instances. Two, three-way analyses of variance followed by t-tests revealed that instance type, identifiability, and variety have differential effects on generalization and discrimination. References are included. (Author)
- Published
- 1972
32. A System Approach for a Disciplined Organization of a Social Foundations of Education Course.
- Author
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Stambler, Moses
- Abstract
In this paper guidelines which provide direction toward the development and structure of a course in social foundations of education are outlined. A systems approach to organization of the course is used as both a content and process guide. The construct of the parts of this education system defines four operational functions: 1) development of the specific goal of the system in our societal structure and of the specific enabling objectives; 2) an input category consisting of the key elements of our societal context which help define options for courses of action; 3) a strategy category which operates as the means used to achieve objectives; and 4) a teaching operation which functions to check on the efficiency and effectiveness of the educational organization and helps suggest necessary modifications. Theoretical models for developing course strategies are discussed and specific strategies--concepts and key phrases, persistent questions, and hypotheses and generalizations--actually being used in the author's social foundations of education courses are included. (SHM)
- Published
- 1970
33. Cognitive Operations in Concept Learning.
- Author
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Klausmeier, Herbert J.
- Abstract
In this essay, research done on concept learning is discussed. The study analyzes concept learning as one form of learning, formulating guidelines for teaching concepts, and describes the abilities underlying the attainment of concepts. An analytical model is presented; various operations such as concrete concepts and identity concepts are described. Cognitive functions such as acquiring appropriate labels, remembering, and attending are discussed. Then, concept utilization and extension are discussed. The essay concludes with a consideration of the uses of the model just presented. (Author/JW)
- Published
- 1971
34. Domains of Learning.
- Author
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Gagne, Robert M.
- Abstract
In planning educational research, recognition needs to be made of five domains of learning: (1) motor skills, (2) verbal information, (3) intellectual skills, (4) cognitive strategies, and (5) attitudes. In being cognizant of these domains, the researcher is able to distinguish the parts of a content area which are subject to different instructional treatment. He becomes better able to relate the instructional procedures of one subject to those of another. Also, in identifying domains of learning, he recognizes that each requires different techniques for assessment of learning outcomes. Although the five domains are the primary categories which limit the generalizability of conclusions about the learning process, other very obvious characteristics impose limitations as well. Sex and race have been extensively analyzed as have environmental and cultural differences. Age deserves further consideration to show not only what the differences in learning are but why they may be expected to occur. Because the process of learning for a student at one age is likely to be very different from that of a student of another age, differential plans for different ages becomes of critical importance. Clear thinking about the process of learning will be enhanced when researchers recognize necessary distinctions about learning that define the limits within which generalizations can and should be made. (WY)
- Published
- 1971
35. TABA REDISCOVERED
- Author
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Brown, Roger L.
- Published
- 1973
36. Art Education as Perceptual Re-Training: A Report on the Sherman (Flash Lab) Method.
- Author
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Nevada Univ., Reno. Dept. of Art. and Kerr, Donald A.
- Abstract
The "Flash Lab" method of teaching the elementary fundamentals of drawing, a system based on the psychology of perception, the behavioral sciences, and the biological sciences, was developed to help correct common errors which beginning students make, such as inability to generalize, lack of proportional relationships, misjudgement due to depth, poor brightness discrimination, and little sense of unity or composition. The 16-week "Flash Lab" program is divided into three major phases (the Flash Phase, the Transitional Phase, and the Final Phase) in which students are subjected to varying times in darkness, varying compositions flashed before them, and varying degrees of light and time allowed for drawing. The program has been introduced into the University of Nevada's introductory art curriculum and has been found to teach students to react to any visual array in terms of the monocular cues of position, size, and brightness. [Not available in hard copy or microfiche due to marginal legibility of original document.] (SP)
- Published
- 1969
37. Developing Critical Thinking Skills in Students in Eighth Grade English Classes.
- Author
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Loveless, Edna Maye
- Abstract
This study was designed to determine whether a student's level of critical thinking would be increased by exposure to programmed materials which emphasized the use of qualifying words in avoiding over-generalizations. Seventy 8th graders were randomly divided into two groups--one experimental, the other control--which were judged to be equivalent on the basis of scores computed from six pretests--Cornell Thinking Test, Iowa Vocabulary and Reading Subtests, SRA Educational Ability Test, a sentence completion test, and a paragraph composition exercise. The control group used materials dealing with interpreting literature and improving skills in English mechanics while the experimental group used materials focusing on the use of qualifying words in verbal settings. Results of the post-test indicated that (1) the experimental group made significant gains in total number of qualifying words used in sentence completion, (2) the control group made significant gains on mean scores on the critical thinking post-test, and (3) no difference was noted between total number of qualifying words used by the two groups in paragraph composition. Further investigation was recommended to determine the effectiveness of the experimental materials if used over longer periods of time and if presented without paper-pencil restrictions. (Author/JM)
- Published
- 1969
38. On Causality
- Author
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Ennis, Robert H.
- Abstract
Causal generalizations play a crucial role in educational decision-making: the prospect of discovering the relevant ones motivates much of the support that educational researchers receive and the failure to produce correct and relevant ones motivates much criticism; in this paper my concern is with how we tell when they are correct. (Author/JM)
- Published
- 1973
39. What will George Washington Do? An Exercise in Discovery Learning
- Author
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Anthony, Albert S.
- Abstract
The intent of this paper is to present a case study in discovery learning using a chronological, narrative history book. (Author)
- Published
- 1973
40. Optimum Locations of Centers in Networks.
- Author
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Hakimi, S. L. and Maheshwari, S. N.
- Subjects
WAREHOUSES ,LOGICAL prediction ,GENERALIZATION ,INDUSTRIAL engineering ,MANAGEMENT science ,OPERATIONS research - Abstract
This paper presents a generalization of results of HAKIMI and GOLDMAN on optimum locations of centers (warehouses) in a network. This generalization is achieved by a conceptual simplification of the previous results leading to a proof of a stronger version of Goldman's conjecture. [ABSTRACT FROM AUTHOR]
- Published
- 1972
- Full Text
- View/download PDF
41. HEALTH PLANNING.
- Author
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Correa, Hector
- Subjects
HEALTH planning ,OPERATIONS research ,RESOURCE allocation ,MEDICAL care ,PREVENTIVE medicine ,GENERALIZATION ,NUMERICAL analysis - Abstract
SUMMARY In this paper an attempt is made to use the methodology of economics and operations research for determining the optimum allocation of resources among different methods of preventing or curing diseases. First, after comparing the different indices proposed to measure the output of health services, a very simple one is adopted: the number of deaths. The objective of health planning is assumed to be the minimization of the number of deaths. Next, the optimum distribution of resources between prevention and cure of one particular disease is studied in some detail, and a numerical example is presented. Finally, the generalization of this model to include several diseases, under both static and dynamic conditions, is considered. [ABSTRACT FROM AUTHOR]
- Published
- 1967
- Full Text
- View/download PDF
42. Group Supervision: A Vehicle for Professional Development.
- Author
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Judd, Jadwiga, Kohn, Regina E., and Schulman, Gerda L.
- Subjects
SOCIAL services ,SOCIAL workers ,GENERALIZATION ,SOCIAL groups ,PUBLIC welfare ,IMPERIALISM - Abstract
Supervision of workers in a group has been tried in a variety of ways to achieve a variety of goals. This paper will describe an experiment with group supervision undertaken by the Jewish Family Service of New York several years ago, the focus here is on one of the goals of the experiment, namely, helping the caseworker achieve greater independence and thereby accelerating his professional development. The experiment was an attempt by the agency to do something positive about the complaints of recent years that workers are frequently caught up in a stage of interminable dependency, that other professions move more quickly to independence and the use of consultation than do social workers, and that the close personalized relationship in individual supervision characteristic of social work contributes to infantilizing the worker. The paper will first present the distinctions among the various types of supervision carried on in groups; then, based on experience, some generalizations about the characteristics of this particular supervisory process; finally, four illustrations that will demonstrate various phenomena and how they were handled in the group.
- Published
- 1962
- Full Text
- View/download PDF
43. The Role of Generalization in the Marketing of Consumer Goods.
- Author
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KERBY, JOE KENT
- Subjects
GENERALIZATION ,SEMANTICS ,CONSUMER attitudes ,CONSUMER behavior ,CONSUMER goods ,BRAND name products - Abstract
This article examines the role of generalization in the marketing of consumer goods. Offered is the scholar Charles Osgood's findings on semantic generalization. Osgood discovered that when people see a similarity between two objects because these objects have a common sign, they are generalizing, because the objects have a similar meaning. These principles may be useful in the market place by reasoning that consumer attitudes toward one product would be transferred to another product with different characteristics simply by assigning the same brand name to both products. Examined is a two-phase study designed to reveal how much influence semantic generalization has in determining consumer attitudes toward consumer products.
- Published
- 1968
- Full Text
- View/download PDF
44. A Two-Cell Model of Search for a Moving Target.
- Author
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Dobbie, James M.
- Subjects
MARKOV processes ,DISTRIBUTION (Probability theory) ,PROBABILITY theory ,TIME ,GENERALIZATION ,MATHEMATICAL models ,STOCHASTIC processes - Abstract
This paper formulates a two-cell model of search for a moving target as a continuous-time Markov process with known constant transition rates and detection rates, and finds the distribution of searching effort that maximizes the probability of detection in time T, and the distribution that minimizes the expected time to detection. Although the optimization problems are difficult to solve, the solutions are simple. It appears to be possible, but difficult, to generalize this model to n cells. [ABSTRACT FROM AUTHOR]
- Published
- 1974
- Full Text
- View/download PDF
45. ON TWO COMMODITY NETWORK FLOWS.
- Author
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Rothschild, B. and Whinston, A.
- Subjects
ALGORITHMS ,MAXIMAL functions ,COMMERCIAL products ,NETWORK analysis (Planning) ,GENERALIZATION ,INVENTORIES ,COST - Abstract
The paper considers the problem of two-commodity network flows and generalizes a result of Hu on integral flows in networks with integral capacities. The main result of the paper is a max-flow min-cut theorem for two commodity networks. The method of proof involves a particular type of separation process. This leads to an algorithm for finding the maximal flows. Several counterexamples to certain possible generalizations are given at the end of the paper. [ABSTRACT FROM AUTHOR]
- Published
- 1966
- Full Text
- View/download PDF
46. DIVISIONS OF GENERAL SOCIOLOGY.
- Author
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Schellenberg, James A.
- Subjects
SOCIOLOGY ,SCIENCE & society ,SOCIAL interaction ,GENERALIZATION ,SOCIAL sciences ,SOCIAL systems - Abstract
Sociology is often criticized as being ambiguously general or too broadly eclectic. It is held that a scientific organization of knowledge is hindered by the variety of content and method grouped together as sociology. On the other hand, a case can also be made against excessive division of the subject matter of sociology into "fields" or "areas" and "sub-areas." There is a danger that basic forms and primary forces of social life will be forgotten in the shuffle of special sociologies. Both under-generalization and over-generalization, it would seem, may be pitfalls for sociologists. This paper is an attempt to clarify the nature of general sociology by suggesting a division of its subject matter. It is intended that the categories developed should be sufficiently comprehensive to represent the broad scope of sociology without the listing of numerous sub-areas. Furthermore, the categories should correspond more closely to the habitual operations of sociologists than to an ideal scheme of what sociologists should be doing.
- Published
- 1957
- Full Text
- View/download PDF
47. THE QUEST FOR UNIVERSALS IN SOCIOLOGICAL RESEARCH.
- Author
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Turner, Ralph H.
- Subjects
SOCIOLOGICAL research ,METHODOLOGY ,GENERALIZATION ,SOCIAL sciences ,HUMAN behavior - Abstract
In a book which has maintained attention and perhaps increased in influence over two decades, writer Florian Znaniecki describes the method he names analytic induction and designates it as the method which should be adopted in all sociological research. Analytic induction, is merely a special name for one formulation of a basic philosophy that research must be directed toward generalizations of universal rather than frequent applicably. But Znaniecki's statement is usually unequivocal and is specifically oriented toward sociological research. Hence it makes an excellent point of departure for a study of contrasting methodologies. Methodological advance requires more than the mere tolerance of alternative methods. Any particular methodology must be examined and assessed in the light of the total process of research and theory formulation. Accordingly, the objective of the present paper is to offer a definition of the place of the search for universals in the total methodology for dealing with non-experimental data. The procedure will be to examine specific examples of empirical research employing the analytic induction method, to note what they do and do not accomplish, to establish logically the reasons for their distinctive accomplishments and limitations and on these grounds to designate the specific utility of the method in relation to probability methods.
- Published
- 1953
- Full Text
- View/download PDF
48. APPLICATION OF RESEARCH TO PRACTICE IN INTERGROUP RELATIONS.
- Author
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Williams, Robin M. and Jr.
- Subjects
INTERGROUP relations ,GENERALIZATION ,SOCIAL problems ,SOCIAL action ,SOCIAL policy ,RESEARCH - Abstract
In this paper, the subject to be discussed is the use of scientific research for socially important ends. It is assumed that the primary aim as scientists is to maximize the power of generalization, and that a primary question with reference to application is that of the degree of generalization compatible with application of research to concrete social problems. Whether the intention of the research is "applied" or "pure" is, from this point of view, irrelevant. Much research undertaken without reference to application turns out to be highly useful, and much of it has no immediate action usefulness whatever. Much action-oriented research gives highly perishable results not as an inevitable result of its practical intent, but simply because the research answers are dated and localized or are derived by faulty techniques and design, and the same is true of research not directly oriented to social action. Whatever the research orientation may be diagnostic or analytical, aimed at generalization or at immediate, specific application the fact that research is carried out provides no assurance that it will be utilized in practice.
- Published
- 1953
- Full Text
- View/download PDF
49. Generalization of expectancies among functionally related behaviors.
- Author
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Chance, June E. and CHANCE, J E
- Subjects
BEHAVIORAL assessment ,GENERALIZATION ,PSYCHOLOGICAL techniques ,EXPECTANCY theories ,EXPECTATION (Psychology) ,REINFORCEMENT (Psychology) - Abstract
Some concept of generalization of responses is an important part of most psychological theories which make use of learning as a basic process of behavioral change. This paper deals with generalization in an individual's expectations that given behaviors will lead to reinforcement. Expectations about the effectiveness of certain behaviors in obtaining reinforcement change as the individual has direct experience with the behaviors as means of obtaining desired goals, but they also change as a function of generalization from changes in expectancies for related behaviors. Different bases or dimensions of organization are assumed by different authors. This study tests the hypothesis that generalization of expectancies occurs to the extent that behaviors are functionally related. Functional relationships among behaviors within an individual's repertoire occur as the result of experience that the behaviors are reinforced in the same way, degree of functional relatedness varies with degree of similarity of reinforcements obtained and/or the proportion of occurrences of the behaviors reinforced in the same manner.
- Published
- 1959
- Full Text
- View/download PDF
50. The Humanitarian Philosophy and the Acceptance of Sociological Generalizations.
- Author
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Furfey, Paul Hanly
- Subjects
SOCIOLOGY ,SOCIAL sciences ,GENERALIZATION ,REASONING ,COLLEGE teachers - Abstract
This article discusses the reasons for the acceptance of sociological generalizations. There is only one fully satisfactory reason for accepting a scientific proposition, namely, its proof in accordance with the rigid demands of the logic of science. Certainly there are few, if any, generalizations of sociology that have been proved in this absolute sense. A second-best reason for accepting a scientific proposition is the fact that it is supported by better evidence than any of its rivals and is thus more probable than any of them. This principle is logical enough, but it is often hard to apply in sociology. There is no simple method of weighing evidence. Again, in sociology the evidence is often so scanty in comparison with the complexity of the issues involved that it can be interpreted equally well to support any of several very different theories. The result is that there is often no logical reason for accepting one sociological generalization rather than another. The influence of humanitarian philosophy in the field of social pathology was also discussed in the article. The influence of humanitarianism on the acceptance of sociological generalizations was illustrated by examples. The humanitarian atmosphere of American sociology tends to be self-perpetuating. Professors draw like-minded young men to their department as graduate students and these later go out to spread the viewpoint of their professors.
- Published
- 1955
- Full Text
- View/download PDF
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