Rate and Sequence of Positive and Negative Poles in Basic Concept Acquisition Ninety-eight concepts from the Bracken Basic Concept Scale were paired, polarity (positive or negative) was assigned to each concept within concept pairs, and the concept pairs were contrasted for 1,109 children ages 3 through 7 to determine the rate and sequence of polar concept acquisition. This study considered the null ... Research Article
Research Article  |   October 01, 1988
Rate and Sequence of Positive and Negative Poles in Basic Concept Acquisition
 
Author Notes
  • Bruce A. Bracken is in the Department of Psychology at Memphis State University, Memphis, TN 38152. Requests for reprints may be sent to him at this address.
    Bruce A. Bracken is in the Department of Psychology at Memphis State University, Memphis, TN 38152. Requests for reprints may be sent to him at this address.×
Article Information
Research Articles
Research Article   |   October 01, 1988
Rate and Sequence of Positive and Negative Poles in Basic Concept Acquisition
Language, Speech, and Hearing Services in Schools, October 1988, Vol. 19, 410-417. doi:10.1044/0161-1461.1904.410
History: Received July 6, 1987 , Accepted March 24, 1988
 
Language, Speech, and Hearing Services in Schools, October 1988, Vol. 19, 410-417. doi:10.1044/0161-1461.1904.410
History: Received July 6, 1987; Accepted March 24, 1988

Ninety-eight concepts from the Bracken Basic Concept Scale were paired, polarity (positive or negative) was assigned to each concept within concept pairs, and the concept pairs were contrasted for 1,109 children ages 3 through 7 to determine the rate and sequence of polar concept acquisition. This study considered the null hypothesis that there would be no difference in the rate of acquisition between positive-pole and negative-pole concepts. The results indicated that 34 of the 49 conceptual pairs (approximately 70%) followed the acquisition sequence of the positive-pole concept being acquired prior to negative-pole concept. The implication of these findings is that concept instruction should begin with the positive-pole concept, followed by the negative-pole concept. Additional suggestions for how best to provide effective concept instruction are included.

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