A study of the achievement and transfer effects of additive subtraction and class inclusion training

dc.contributor.advisorUnderhill, Robert G.
dc.contributor.committeeMemberShores, Jay H.
dc.contributor.committeeMemberJohnson, Willis N.
dc.contributor.committeeMemberBaldwin, Joseph G.
dc.creatorHarvey, Clinnon O.
dc.date.accessioned2022-09-23T19:25:11Z
dc.date.available2022-09-23T19:25:11Z
dc.date.issued1976
dc.description.abstractPurpose of the Study. The purpose of this research was to study achievement and transfer effects of training additive subtraction and class inclusion. Piaget maintains that children do not understand the concept of class inclusion until they reach the age of ten or eleven. However, studies by Kohnstamm and Sheppard have found that children can be trained to solve class inclusion tasks prior to this age. This study attempted to confirm Kohnstamm's and Sheppard's findings. Several developmental studies have found that children perform better on take-away subtraction than on comparison or additive subtraction. However, little research has been done to determine the effects of training one specific type of subtraction on subtraction problem solving abilities of children. This study attempted to determine the effect of training additive subtraction on subtraction problem solving and class inclusion. Also, an attempt was made to determine the effect of training class inclusion on subtraction problem solving. Procedures. The population for the study was 75 first grade children in a metropolitan suburb. Each subject was administered the Test of Quantitative Comparisons as a pre-test, and then randomly assigned to one of three experimental groups. They were: (1) additive subtraction training, (2) class inclusion training, and (3) control group. The training period was six consecutive school days. Two post-tests were administered the seventh day: (1) the Inclusion Test, and (2) the Houston Addition and Subtraction Problem Solving Test, Subtraction Subtests. Findings. Nineteen hypotheses were tested under two categories: (1) achievement and (2) transfer. Results of the analysis indicate that training additive subtraction and class inclusion was a significant effect on achievement. However, training additive subtraction and class inclusion does not have a significant transfer effect. Hypotheses were tested at the .05 level of significance.
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other3466156
dc.identifier.urihttps://hdl.handle.net/10657/12053
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectNumber concept
dc.subjectWhole and parts (Psychology)
dc.subjectTransfer of training
dc.subjectLearning, Psychology of
dc.titleA study of the achievement and transfer effects of additive subtraction and class inclusion training
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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