Abstract
Category learning is ubiquitous in science education. From botany courses teaching to identify different types of plants to geology courses teaching to distinguish various types of rocks, examples of category learning being a core of a course curriculum can be easily found. Using the educationally authentic rock categories, the current project examined whether category learning at a broad level (i.e., distinguishing between Igneous, Sedimentary, and Metamorphic rocks) could be enhanced by using category information at a more specific level (e.g., Harzburgite under Igneous, Breccia under Sedimentary, etc.). Both in Experiment 1 (broad- and specific- level information were presented simultaneously) and Experiment 2 (specific-level categories were learned separately from specific- and broad- level category names association), direct training at the broad level was superior to the protocol combining the specific-level category information.
Committee Chair
Mark A. McDaniel, PhD
Committee Members
Henry Roediger, Ian Dobbins
Degree
Master of Arts (AM/MA)
Author's Department
Psychology
Document Type
Thesis
Date of Award
Summer 8-2016
Language
English (en)
DOI
https://doi.org/10.7936/K77M0677
Recommended Citation
Miyatsu, Toshiya, "Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories" (2016). Arts & Sciences Theses and Dissertations. 820.
The definitive version is available at https://doi.org/10.7936/K77M0677
Comments
Permanent URL: https://doi.org/10.7936/K77M0677