1quS.ing Cognitvt Strktct UM: by flicovery and R.ule Learning

DOCUMENT RESUME CG 007 199 Egan, Dennis E. ; Greeno, James G. Acquiring Cognitive Structure by Discovery and Rule Learning. Michigan Univ., Ann Arbor. Office of Education (DBEW), Washington, D.C. 70 OEG-0-9-320447-4194 35p. MF-$0.65 BC-$3.29 Aptitude; *Cognitive Processes; *Discovery Processes; *Learning; Learning Activities; *Learning Processes; Problem Solving; *Teaching Methods; Thought Processes The study concerned (1) identifying component' processes of discovery and rule learning; (2) describing differences in learning outcomes produced by the two instructional methods, and; (3) optimizing learning. It was believed that understanding the effects of aptitude, instructional methods, and their interaction is important in the study of learning and problem solving. Two experiments were performed to investigate the effects of aptitude and instructional methods on learning concepts of probability. The two methods were learning by discovery and learning by rule versions of programmed instruction. Results supported the hypothesis that the outcome of discovery is the structural integration ,of previously Xncwn concepts, while the outcome of rule learning is the addition, subject scoring low on tests of relevant abilities performed better by every measure when instructed by the rule method. The data indicates that the result of learning by discovery is a well integrated cognitive structure because subjects can solve problems that require relating principles previously learned. am lv FILMED FROM BEST AVAILABLE COPY 1quS.ing Cognitvt Strktct UM: by flicovery and R.ule Learning Dennis E. Egan and James G. Greeno The University of Michigen Abstract The study concerned (3.) identifying component processes of diseovery aad rule le.aming; (2) describing diffarenceo in /earning eutccnies peoceicad by the two ::nste.ectional methods; end (3) optimizing learning. Ir two a:tperiments subjects acquired concepts of probobility by discovery or rule versions of programmed instruction, Descriptions of learning by discovery and rule were based on lieliable aptitudetreatment interaretione involving several-problem solving skills. Resuhs also supported the hypothesis that the outcome of :discovely s the structal integention of previously knowa concepts, while the outcome of rule learning is the addition of new structure. Finally, sizbjecu, acoring 1.t,r cn tests of -relevant abilities performed batter by every measure when in,structed by the rule method. US. DEPARTMENT OF HEALTH, EDUCATION &INELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEVV OR °PIN. IONS STAl'ED DO Nar NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR POLICY. -NPo CG Acqui)An117 Cognitive Structure by Discovery and Rule Learningl D: i. Egan and James G. Gveen:J The University of Micitigan Undenstsnding tbs effccts of aptitude, instructional method, and their intaractLon (the aptitude-treatment interaction or ATI) ia important in ths study of learniqg and problem solving for at least thne reason. rirst, a thorough unlerstanding of these effects may make it poqsible to assign Ss of differing ability to optimal instructional methods (Cronbach11967). Second, the process of acquiring cognitive structure can be analyzed in terms of the skills that are more or less relevant to success under different instructional methods. In this case, aptitude becomes a Theoretical process variab/e (Melton, 1957). Third, the characteristics of cognitive stmacture acquired by diffemm: instroctional groups cen :ae inferred from group differences in ;:erminal performance (24ayar & Greeno, in press), Two experiments were pevformd to investigate the effects of aptitude end instructional method on learning concepts of probability.