The usefulness of induction and errorful learning varies with the type of terminal task being taught¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 1966 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 7 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Induction and errorful learning take on differential usefulness depending on whether the target is response precision, simple associations, concepts, rules and principles, or higher-order strategies. → Glaser 1966

Evidence¶

Glaser 1966¶

Glaser, Robert. (1966). Variables in "Discovery Learning." Learning Research and Development Center, University of Pittsburgh. https://eric.ed.gov/?id=ED010518

q1 · i? · theoretical · r3

A conceptual analysis: response precision and associations appear not to require induction and errorful learning (mediators and stimulus fading minimize errors), induction may suit concepts, and for rules, principles, and higher-order strategies the paper is "less than definitive," calling for experimental analysis.

"induction and errorful learning take on differential usefulness dependingupon whether we are teaching response precision, simple associations, concepts, rules and principles, or higher-order strategies."

Discussion¶

Related Claims¶

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