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 language | English |
|---|---|
| Pages (from-to) | 284-294 |
| Number of pages | 11 |
| Journal | Japanese Journal of Educational Psychology |
| Volume | 57 |
| Issue number | 3 |
| Publication status | Published - 2009 |
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Keywords
- Application of rules
- Logical rules
- Misinterpretation of range of instances
- Scientific rules
- Undergraduates
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
Learners' misinterpretation of the range of instances as a cause of the restricted application of rules. / Fushimi, Yohji; Magara, Kfjichi.
In: Japanese Journal of Educational Psychology, Vol. 57, No. 3, 2009, p. 284-294.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Learners' misinterpretation of the range of instances as a cause of the restricted application of rules
AU - Fushimi, Yohji
AU - Magara, Kfjichi
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
KW - Application of rules
KW - Logical rules
KW - Misinterpretation of range of instances
KW - Scientific rules
KW - Undergraduates
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M3 - Article
VL - 57
SP - 284
EP - 294
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 3
ER -