Book reviews

Private Practice Youngstown, Ohio 44512     

Induction of Relational Schemas: Common Processes in Reasoning and Complex Learning

Five experiments were performed to test whether participants induced a coherent representation of the structure of a task, called a relational schema, from specific instances. Properties of a relational schema include: An explicit symbol for a relation, a binding that preserves the truth of a relation, potential for higher-order relations, omnidirectional access, potential for transfer between isomorphs, and ability to predict unseen items in isomorphic problems. However relational schemas are not necessarily coded in abstract form. Predictions from relational schema theory were contrasted with predictions from configural learning and other nonstructural theories in five experiments in which participants were taught a structure comprised of a set of initial-state,operator → end-state instances. The initial-state,operator pairs were presented and participants had to predict the correct end-state. Induction of a relational schema was achieved efficiently by adult participants as indicated by ability to predict items of a new isomorphic problem. The relational schemas induced showed the omnidirectional access property, there was efficient transfer to isomorphs, and structural coherence had a powerful effect on learning. The “learning to learn” effect traditionally associated with the learning set literature was observed, and the long-standing enigma of learning set acquisition is explained by a model composed of relational schema induction and structure mapping. Performance was better after reversal of operators than after shift to an alternate structure, even though the latter entailed more overlap with previously learned tasks in terms of the number of configural associations that were preserved. An explanation for the reversal shift phenomenon in terms of induction and mapping of a relational schema is proposed. The five experiments provided evidence supporting predictions from relational schema theory, and no evidence was found for configural or nonstructural learning theories.     

September 11, 2001: The Clash of Competing Worldviews

The Life Era: Cosmic Selection and Conscious Evolution Eric Chaisson New York: Atlantic Monthly Press, 1987. 259 pages.     

Predicting Women's Persistence in Adult Literacy Classes with Dispositional Variables

Adult literacy programs offer individuals, particularly women, opportunities to improve their educational levels and economic circumstances; however, persistence in these programs is an issue for many. Two hundred forty five participants in a statewide adult literacy program took the Adult Education Persistence Scale, a measure of self-efficacy, resilience, attitudes toward school, and attributions, a measure we developed in an effort to identify dispositional variables that predict persistence. Results indicated that dispositional variables modestly predicted persistence, identifying high and low attendees with 69% accuracy. We recommend screening for dispositional variables to identify those at risk for dropout and to provide relevant support.