Concept learning in the classroom: a multidimensional scaling approach

Abstract

The purpose of the present research was to describe classroom concept learning processes using an individual differences multidimensional scaling approach (INDSCAL). Two experiments were conducted. The first experiment focused on the determination of concept sets which were used to operationally define college students' existing cognitive structures. A second experiment was conducted to evaluate the stability over time and the utility for predicting classroom performance of these existing cognitive structures. The results showed that the cognitive structures were stable over the period of the semester and were as predictive of classroom performance as more "traditional" predictive measures. The limitations of the present research were discussed along with the implications of the research for future classroom instruction.