Implications of multi-image for concept acquisition

This study explored a number of questions related to multi-image presentation of information and acquisition of a concept — in this case, classifying plants in the subphylum Pteropsida. Of particular interest was whether redundancy (i.e., additional positive examples of plants in the classes) and an opportunity to view nonexamples as well as examples of classes would be helpful to the seventhgrade subjects. This study was funded by a Research Council grant, University of North Carolina at Greensboro. The author is grateful to Virginia Henry, Jamestown (N.C.) Junior High School, for her effort and to Douglas Denny, University of Kansas, for his informative cooperation.