Part-Task Versus Whole-Task Procedures for Teaching a Problem-Solving Skill to First Graders

Research output: Contribution to journalArticle

Abstract

journal abstract: Groups of 1st graders were trained to solve concept-attainment problems by either a small-step, programmed part-task method or a whole-task method in which S attempted terminal problems early in training. Contrary to previous research, which had suggested that whole-task methods are superior for highly organized tasks, in the present instance the part-task group performed better than the whole-task group on terminal training problems and on similar problems presented again later to measure retention; however, there was no difference between these groups on transfer problems. Both training groups were superior to a no-treatment control group on all measures. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)207-214
Number of pages8
JournalJournal of Educational Psychology
Volume59
Issue number3
DOIs
StatePublished - Jun 1 1968

Keywords

  • first graders
  • part-task procedures
  • problem solving skills
  • programmed instruction
  • teaching
  • transfer problems
  • whole-task procedures

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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