Results from the data analysis show that children learn mathematical concepts for clear cases, and that an analysis of attributes common to examples of a given concept is not a prerequisite to concept formation. The protocol findings provide information as to why this may be happening. (Author/PN)

In seven experiments, college or high school students studied texts containing either adjunct application or adjunct factual questions. Students were then tested for their ability to apply the presented concepts. Results suggested that the type of adjunct question had little influence on students' later ability to apply presented concepts.…

This study investigated the transfer of four study rules from pictures to a prose recall task by learning disabled adolescents. Subjects receiving extensive direct training that included problem isomorph recognition surpassed the control group on posttests. Instructed subjects did not differ from nondisabled subjects in use of learning strategies.…