TY - JOUR
T1 - Learning and transfer
T2 - Instructional conditions and conceptual change
AU - Perry, Michelle
N1 - Funding Information:
Ideally, instruction would affect not only learning, but also transfer. As Gick and Holyoak (1987) have pointed out, learning can take place anywhere along a continuum from "ordinary learning" (Osgood, 1949), or performance on new instances of the same task, to "near transfer" (e.g., Brown & French, 1979), or Portions of this article were presented at tile AERA annual meeting in New Orleans and at the biennial meeting of ISSBD in Jyvaskyla, Finland. This work was funded in part by a Rackham Faculty Research Grant (#386155) and in part by an NICHD Grant (#R01 HD18617). I would like to thank the principals, teachers, and students who made this project possible. I would also like to thank Jeff Bisanz, Breckie Church, Susan Gelman, Susan Goldin-Meadow, Terri Graham, Karen Hinnegan, John Ifcher, George Kamberelis,S teven LaCommare, Katherine Nelson, Jim Stigler, and Tom Trabasso and an anonymousr eviewer for their input at various stages of this research.
PY - 1991
Y1 - 1991
N2 - It is widely assumed that instruction plays a role in learning and in transfer. The present studies examine how type of instruction (containing principle-based vs. procedure-based information) influences learning and transfer in a mathematical concept. In the first study, both types of instruction led a comparable number of children to learn, but principle-based instruction led significantly more children to transfer their new knowledge. In the second study, the types of instruction were combined (i.e., children received both principle and procedure information). The results were virtually identical to the results obtained from the procedure-only instructions. This indicates that principle-based instruction may be crucial for transfer to occur and, when children also are exposed to procedures, few will transfer. It is hypothesized that children may ignore the conceptually rich information inherent in the principle when procedures are also provided.
AB - It is widely assumed that instruction plays a role in learning and in transfer. The present studies examine how type of instruction (containing principle-based vs. procedure-based information) influences learning and transfer in a mathematical concept. In the first study, both types of instruction led a comparable number of children to learn, but principle-based instruction led significantly more children to transfer their new knowledge. In the second study, the types of instruction were combined (i.e., children received both principle and procedure information). The results were virtually identical to the results obtained from the procedure-only instructions. This indicates that principle-based instruction may be crucial for transfer to occur and, when children also are exposed to procedures, few will transfer. It is hypothesized that children may ignore the conceptually rich information inherent in the principle when procedures are also provided.
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U2 - 10.1016/0885-2014(91)90049-J
DO - 10.1016/0885-2014(91)90049-J
M3 - Article
AN - SCOPUS:0000761881
SN - 0885-2014
VL - 6
SP - 449
EP - 468
JO - Cognitive Development
JF - Cognitive Development
IS - 4
ER -