Another necessary generalization of

Another necessary generalization of a concept is learners' ability to transfer the concept to settings other than the setting in which they first encountered it. We know that the child has really acquired the concept -cow" when he. identifies cows in settings other than the picture in which he first started learning "cow' (for instance, when he points to the billboard advertising a milk company whose logo is a cow and says, -cow," or when he points to a real cow and identifies it as a "cowl
Concept learning can go wrong in two ways. First, learners can continue to overgeneralize, as does the child who continues to say -cow" in response to four-legged animals other than cows, or learners can undergeneralize, as with a child who thinks only black-and-white animals with cow features are -cows." In each case, particular instructional strategies can prevent or remediate overgeneralization and undergeneralization of the concept.
Note how critical learning the class label or concept name is to acquiring the concept. While it is theoretically possible that a learner could respond to a class of things without knowing the class's name, the learner must have some label that she uses to mentally represent that class. To have efficient communication, learners must be able to respond to examples of the concept with its name.
Cognitive psychologists theorize that concepts are mentally stored in the form of productions, an if-then representation. For example, the concept 'rhombus" might be stored in the following form:
IF the figure is a polygon,
and the figure is a parallelogram,
and the figure's sides are equilateral,
THEN the figure is a rhombus.

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Another necessary generalization of a concept is learners' ability to transfer the concept to settings other than the setting in which they first encountered it. We know that the child has really acquired the concept -cow" when he. identifies cows in settings other than the picture in which he first started learning "cow' (for instance, when he points to the billboard advertising a milk company whose logo is a cow and says, -cow," or when he points to a real cow and identifies it as a "cowlConcept learning can go wrong in two ways. First, learners can continue to overgeneralize, as does the child who continues to say -cow" in response to four-legged animals other than cows, or learners can undergeneralize, as with a child who thinks only black-and-white animals with cow features are -cows." In each case, particular instructional strategies can prevent or remediate overgeneralization and undergeneralization of the concept.Note how critical learning the class label or concept name is to acquiring the concept. While it is theoretically possible that a learner could respond to a class of things without knowing the class's name, the learner must have some label that she uses to mentally represent that class. To have efficient communication, learners must be able to respond to examples of the concept with its name.Cognitive psychologists theorize that concepts are mentally stored in the form of productions, an if-then representation. For example, the concept 'rhombus" might be stored in the following form:JIKA angka adalah sebuah poligon,dan sosok genjang,dan tokoh sisi sama, KEMUDIAN angka itu belah ketupat.