概念学习分析：简单概念控制与基于定义的概念控制。
An analysis of concept learning: simple conceptual control and definition-based conceptual control.
作者信息
Shimamune S, Malott R W
机构信息
Department of Human Development, Naruto University of Education, Takashima, Naruto-cho, Naruto-shi, 772, Japan.
出版信息
Anal Verbal Behav. 1995;12:67-78. doi: 10.1007/BF03392898.
Concept learning can involve either contingency shaping of stimulus-class discriminations or the application of definitions of the concepts. Experimental behavior analysts have studied contingency shaping, whereas educational psychologists have studied definitional concept training. In this paper, we analyze definition-based concept learning in terms of stimulus-response chains. Then we apply this chaining analysis to principles of instruction proposed by educational psychologists. These principles include (a) stating the definition in terms of critical and variable attributes, (b) using examples and nonexamples, (c) using a rational set of examples and nonexamples, (d) presenting coordinate concepts simultaneously, and (e) presenting the next instance based on the learner's previous error.
概念学习可以涉及刺激类辨别能力的偶然性塑造，也可以涉及概念定义的应用。实验行为分析学家研究了偶然性塑造，而教育心理学家则研究了基于定义的概念训练。在本文中，我们根据刺激-反应链来分析基于定义的概念学习。然后，我们将这种链式分析应用于教育心理学家提出的教学原则。这些原则包括：（a）根据关键属性和可变属性陈述定义；（b）使用正例和反例；（c）使用合理的正例和反例集；（d）同时呈现并列概念；（e）根据学习者先前的错误呈现下一个实例。
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