Examination of hypothesis-sampling theory.

Brown, Alan S.

doi:10.1037/h0037159

Cited by 21 publications

(13 citation statements)

References 60 publications

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“…The presentation order of examples of some related concepts has been studied in psychological experiments on inductive concept formation which is attempted by the manipulation of stimulus symbols such as nonsense syllables, pictures, and colors (Brown, 1974;Bruner, Goodnow, & Austin, 1956;Dominowsky, 1965;Kurtz & Hovland, 1956;Millward & Wickens, 1974;Richardson, 1962;Sanders, DiVesta, & Gray, 1972;Sechrest & Wallace, 1962;Wickelgren, 1964). However, as a design strategy for actual concept teaching, the presentation order of examples of coordinate or other related concepts has not been studied until quite recently.…”

Section: Presentation Order Of Coordinate Concept Examplesmentioning

confidence: 98%

The Teaching of Concepts: A Review of Instructional Design Research Literature

Tennyson¹,

Park²

1980

Review of Educational Research

131

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and Ok-Choon Park Control Data CorporationReviewed are recent studies directly related to the teaching of concepts. The relationship of this educational research work with that in experimental psychology is defined with extended interpretation given to specifying a set of guidelines for design of concept learning environments. A four-step process for concept teaching is proposed from the literature. First, the taxonomical structure of the content should be determined. Second, a concept definition should be prepared in terms of the critical attributes, and examples should be selected on the basis of critical and variable attributes. Third, examples should be arranged in rational sets by appropriate manipulation of the attributes. Fourth, the presentation order of the rational sets should be arranged according to the divergency and difficulty level among examples of the concept. Areas of further research on concept teaching are identified.The organization of content elements in instructional materials has long been an important issue in educational planning (Ausubel

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Section: Presentation Order Of Coordinate Concept Examplesmentioning

confidence: 98%

The Teaching of Concepts: A Review of Instructional Design Research Literature

Tennyson¹,

Park²

1980

Review of Educational Research

131

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“…Within the rule-based categorization literature, for instance, it is typical to assume the existence of a relevant class of possible rules (Nosofsky, Palmeri, & McKinley, 1994;Ashby & Gott, 1988;Goodman, Tenenbaum, Feldman, & Griffiths, 2008;Erickson & Kruschke, 1998), and there has long been a recognition that learning involves strategic shifts in the learner's choice of hypothesis (e.g. Goodnow & Pettigrew, 1955;Levine, 1959;Brown, 1974). There has been some exploration of the hypothesis generation problem in more general contexts than categorization (see Gettys & Fisher, 1979;Gettys, Mehle, & Fisher, 1986;Koehler, 1994;Thomas, Dougherty, Sprenger, & Harbison, 2008), usually in isolation from the hypothesis testing problem.…”

Section: Introductionmentioning

confidence: 99%

Hypothesis generation, sparse categories, and the positive test strategy.

Navarro

Perfors

2011

Psychological Review

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If a paper is unpublished, the author may distribute it on the Internet or post it on a website but should label the paper with the date and with a statement that the paper has not (yet) been published. (Example: Draft version 1.3, 1/5/08. This paper has not been peer reviewed. Please do not copy or cite without author's permission.) Authors of articles published in APA journals may post a copy of the final manuscript, as accepted for publication, as a word processing file, on their personal website, their employer's server, or in their institution's repository after it is accepted for publication. The following conditions would prevail: The posted article must carry an APA copyright notice and include a link to the APA journal home page or to the final published version using the article's DOI, or digital object identifier, that may be found on the first page of the published article, in the upper right-hand corner. AbstractWe consider the situation in which a reasoner must induce the rule that explains an observed set of data but the hypothesis space of possible rules is not explicitly enumerated or identified. The first part of the paper demonstrates that as long as hypotheses are sparse (i.e., index less than half of the possible entities in the domain) then a positive test strategy is near-optimal. The second part of this paper then demonstrates that a preference for sparse hypotheses (a sparsity bias) emerges as a natural consequence of the family resemblance principle; that is, it arises from the requirement that good rules index entities that are more similar to one another than they are to entities that do not satisfy the rule.

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“…Depending on the model, different as sumptions are made as to how many Hs are t:valuated at any given point in the problem, and what information from the sequt:nce of stimulus-response and fe ed back events over a number of trials is used in evaluating current Hs or in choosing new ones to test. Brown (14) has presented a us, eful review of data relevant to such assumptions.…”

Section: Hypothesis Testing and The Use Of Trial-by-trial Informationmentioning

confidence: 98%

“…Normally, the probability of "lose-stays" is quite low. It is the relativel y high probability of changing Hs after a correct response (a "win shift") that causes problems fo r some H-theories, particularly those that assume that one H at a time is tested (14).…”

Section: Hypothesis Testing and The Use Of Trial-by-trial Informationmentioning

confidence: 99%