Literaturnachweis - Detailanzeige
| Autor/inn/en | Resnick, Lauren B.; und weitere |
|---|---|
| Institution | Pittsburgh Univ., PA. Learning Research and Development Center. |
| Titel | Transfer and Sequence in Learning Double Classification Skills. [Report No.: Work-Pap-56 |
| Quelle | (1970), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behavioral Science Research; Classification; Cognitive Development; Kindergarten Children; Models; Perceptual Development; Performance Factors; Sequential Learning; Skill Development; Task Analysis; Task Performance; Transfer of Training; Verbal Development |
| Abstract | Twenty-seven kindergarten children were trained on two different double classification matrix tasks in an attempt to determine whether the tasks were hierarchically related. Prior behavior analyses of the tasks suggested that the two tasks shared many components, but that the more complex task had in addition components not included in the simpler task. For this reason it was predicted that learning the simpler task first, then the complex, was the "optimal," learning sequence. As predicted, children who learned the tasks in the optimal order learned the more complex task in fewer trials than those who learned the tasks in the reverse order. In addition, the reverse order group showed evidence of having acquired the simpler task in the process. Both of these findings are in accord with the hypothesis that the two tasks are hierarchically related. It is suggested that acquisition of complex cognitive skills may be a matter of learning specific relevant prerequisites. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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