A training procedure employing programed-instruction techniques was used to teach high-IQ 1st graders to solve problems by varying each factor in succession while holding all other factors constant. On training tasks presented again later to test retention, the trained group (N = 30) solved more problems (p < .01) with fewer unnecessary trials (p < .01) than the control group (N = 30). The trained group also solved more transfer problems (p < .01) and solved these more efficiently (p < .01) than did the control group. The results indicate, contrary to prominent developmental theories, that children can acquire, retain, and transfer rather complex and "advanced" problem-solving skills when presented with suitable training. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- CHILDHOOD/LEARNING IN, PROGRAMED INSTRUCTION &
- PROBLEM SOLVING IN FIRST GRADE
- PROBLEM SOLVING, SKILL &
- PROGRAMED INSTRUCTION IN 1ST GRADE
- PROGRAMED INSTRUCTION, PROBLEM SOLVING SKILL IN 1ST GRADE
ASJC Scopus subject areas
- Developmental and Educational Psychology