Effect of Decision-Rule Instruction upon the Relationship of Cognitive Abilities to Performance in Multiple-Category Concept Problems.

摘要

Scores for 12 tests, two for each of six abilities (Induction, Verbal Comprehension, General and Logical Reasoning, and Associative and Span Memory) were obtained from 136 male and female high school Ss. The Ss were then randomly assigned to two groups and given nine concept problems. One group received decision-rule instruction (DRI), the other no-rule instruction (NRI). Two sets of vectors representing performance on the nine problems in the DRI and NRI conditions were extended into the factor space of the six cognitive abilities. The results indicated that different abilities were important in the two conditions (Associative Memory and Induction in NRI; General Reasoning and Induction in DRI). Discriminant analyses demonstrated that Ss who attained solutions under DRT could be separated from Ss attaining solution under NRI primarily by performance on General Reasoning and Associative Memory. (Author)