Two experiments were performed to determine whether practice on less complex problems, either smaller size or in familiar context, produces a strategy that transfers to similar but more complex problems. Practice on familiar problems was no more effective than practice on unfamiliar for transfer to another unfamiliar context for all sizes. (Author)

Describes study that examined the effects of presentation sequence of examples and example difficulty on undergraduate learning with computer-based instruction. Establishing example difficulty according to a generalization formula versus subject matter experts is discussed, and effects on time on task and the number of examples required are…

Describes an innovative instructional paradigm for teaching business statistics in higher education which integrates classroom technologies with principles of learning. Highlights include recommendations from the National Research Council of the National Academy of Science; active student participation; student feedback; allowing for…