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 language | English (US) |
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Pages (from-to) | 207-214 |
Number of pages | 8 |
Journal | Journal of Educational Psychology |
Volume | 59 |
Issue number | 3 |
DOIs | |
State | Published - Jun 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