Effects of Critical Attributes and a Best Example on Fifth-Grade Students’ Concept and Prototype Formation

Abstract

The purpose of this research is to report findings from two studies that examined the effectiveness of a best example, critical attributes, and student practice on fifth-grade students’ concept and prototype formation. The first study compared the effects of critical attributes and a best example. Results indicated that students taught with a best example, a definition and a best example, or a definition and critical attributes performed better on achievement tests than did students taught with critical attributes. Furthermore, those students taught with only critical attributes failed to form a clear mental prototype of the concept. Study 2 compared the effects of a best example, critical attributes, a best example and practice, and critical attributes and practice. Results indicated that students who were taught with critical attributes and practice performed significantly better on the immediate and retention achievement post test than did the group taught with only critical attributes. Also, it was concluded that practice facilitated concept formation and prototype formation.