CONCEPT FORMATION.

CONCEPTS; TEACHING; LEARNING; STUDENTS; ABILITY testing

The findings of the first study showed: nonsignificant differences in the total test scores between visual and verbal presentations; and a high level of achievement for both presentations. The results of the second study showed that the above-average students profited more from verbal responses (multiple choice options) to a visual presentation, while the below-average students profited more from visual responses (multiple choice pictorial options) to a visual presentation. These findings relate to two areas: the I.Q. and the mode of presentation; and the transfer between modes of presentation. In the first, the significant observation is that below-average students learn concepts best by a visual presentation and visual testing options. Further, when complex, complicated principles are being taught, the best method of presentation is a visual demonstration. However, this does not exclude the use of specific verbal modes to achieve quicker learning and a knowledge of technical vocabulary. In the second area, the transfer between the two modes of presentation, the significant conclusion is that a solely visual lesson can aid transfer to either visual or verbal testing, while a solely verbal lesson is less effective in aiding transfer for visual testing. Thus the most effective order of presentation is visual/verbal. The visual presentation here is capable of teaching the concepts, while the verbal presentation is used to teach the necessary technical language. [ABSTRACT FROM AUTHOR]

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