Learners' misinterpretation of the range of instances as a cause of the restricted application of rules

Yohji Fushimi, Kfjichi Magara

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Magara (2006) demonstrated that learners' notion that a rule that they had been taught might have some exceptions prevented them from applying the rule to new instances. However, those learners' notions of exceptions may have been influenced by their thinking of specific things. Another possible factor is their misinterpretation of the range of instances of the rule. In the present study, undergraduates (N = 414) were given a scientific rule (e.g., the thermal conductivity of metal is higher than that of nonmetal), or a logical rule (e.g., all Xs are Q), and their estimation of the range of instances of the rules was investigated. Many participants discounted the range of instances of even the logical rules, not only the scientific ones. Those who discounted the range of instances of a rule did not apply the rule to new instances in the test session.

Original languageEnglish
Pages (from-to)284-294
Number of pages11
JournalJapanese Journal of Educational Psychology
Volume57
Issue number3
Publication statusPublished - 2009

Keywords

  • Application of rules
  • Logical rules
  • Misinterpretation of range of instances
  • Scientific rules
  • Undergraduates

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

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