Effects of Computer-Based Fluency Training on Concept Formation

This study provides a preliminary analysis of how the techniques of fluency training can be combined with systematic concept instruction to improve the learning of complex verbal concepts. Fluency techniques, which require the learner to respond accurately at high rates, have typically focused on definition learning when teaching concepts. Instructional psychologists, however, recommend multiple exemplar training for conceptual instruction. To examine this issue, 41 undergraduate students completed a computer-based instructional module on logical fallacies. Participants were assigned to one of four groups, with the modules for each group differing only in the type of practice provided—either fluency or practice with either examples or definitions. Examination of posttest scores revealed significantly higher scores for participants in the examples groups than those in the definitions groups, but low experimental power prevented a clear conclusion to be drawn about differences between the fluency and practice groups. Implications of results and several methodological issues relevant to this area of research are discussed.