This study examined the effects of best examples, critical attributes, definitions, and practice on concept acquisition and prototype formation. The sample consisted of 144 undergraduates who were administered achievement and protocol tests. The same two tests were administered two weeks later as retention tests. On the immediate posttest, results indicated that all groups scored significantly higher than the group taught with best examples only. No significant differences were reported on the retention test. Results of the protocol data indicated that students taught with critical attributes fortned clearer mental prototypes than those taught with best examples.
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