Abstract
This study examined the effects of critical attributes and a best example on concept development. Forty-eight kindergarteners were randomly assigned to one of two treatment groups. Subjects were presented the social studies concept of land pollution through the use of a best example or through explication of the critical attributes of the concept. An achievement test and a protocol test were administered following the lessons. The same two tests were administered one week later as retention tests. Subjects taught with critical attributes scored significantly higher on the achievement posttest; there was no difference between groups on the retention achievement test. On the protocol retention test, subjects taught using critical attributes generated significantly more correct examples of the concept than subjects taught with a best example.
Get full access to this article
View all access options for this article.