Year: 2011
Type: article
Abstract: Learners frequently compare across examples of categories in order to learn more about them.Surprisingly little work has been done looking at how the type of comparison one engages in during learning affects what information is eventually learned.Across three experiments we show that the type of comparison, either within-category or between-category, affects what conceptual information is acquired and the benefits of each type of comparison change depending on the type of category one is learning.
Authors: Erin Jones Higgins, Brian H. Ross
Institution: University of Illinois Urbana-Champaign
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2573923956