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

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).