Learners must acquire a general strategic orientation in their problem solving, to determine what counts as relevant information in problematic situations. A dynamic systems approach is called for in determining whether general or context-specific instructions are needed to promote transfer of relevant information to novel conditions. (Author/JDD)

Discusses the process of generalization. Illustrates the process by generalizing the classic problem of how a farmer can get a fox, a goose, and a bag of corn across a river in a boat that is large enough only for him and one of the three items. (MDH)

This study of 75 gifted students in grades 6-8 found that the group receiving Creative Problem Solving training with transfer strategies infused had a higher percentage of students applying the strategies to problems out of the context of the training sessions, compared to control group students and students receiving traditional training.…

The paper describes four categories of experience that help elementary students with learning disabilities in a writing process classroom. They are: (1) a sense of a community of learners, (2) control of one's writing, (3) collaborative and independent problem solving, (4) opportunities for generalization and transfer of learning. (Author/DB)

Research relevant to improving instruction for learning disabled students with mathematical problem solving deficits is reviewed. Using a cognitive-metacognitive framework, techniques for teaching both specific and comprehensive mathematical problem solving strategies as well as techniques to enhance strategy generalization are presented.…

A two-stage problem-solving strategy involving cue cards and their gradual withdrawal was used to teach nine sheltered workshop employees how to prevent work-related accidents. Results indicated that participants used the strategy appropriately and generalized their skills to similar and dissimilar situations up to eight weeks after training.…

Gifted students in grades 6-8 were divided into two experimental groups, one receiving traditional creative problem-solving training and the other receiving creative problem-solving with transfer strategies infused; there was also a control group receiving training in various memory tasks, analogical skills, and logic exercises. After the…

Two individuals with severe mental retardation, participants in a supported employment program, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of self-instruction statements and correct responses to untrained problem…

Two approaches to teaching work-site social behaviors to three youths with mental retardation were examined. Problem-solving training, which involved developing skills in decoding, decision, performance, and evaluation, led to substantial generalization and maintenance of social behaviors in natural work settings. Training based upon role-playing…

Suggests that problem-solving extensions are appropriate experiences for differentiating learning experiences for students with high abilities. The extensions fall into four major categories: pattern and generalization, new concepts and vocabulary, creativity, and making value judgments. (PK)

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

Discusses strategies for teaching social skills to children with learning and behavior problems, including how to select students for training, which social skills to use, teaching discrete skills and problem-solving routines, and helping students generalize training. Different types of social skills and assessment approaches are identified.…

Investigates the question concerning the maximum number of lines of symmetry possessed by irregular polygons. Gives examples to illustrate and justify the generalization that the number of lines of symmetry equals the largest proper divisor of the number of sides. Suggests related classroom activities. (MDH)

Effective intervention strategies for learning disabled students should recognize such cognitive deficiencies as weaknesses in attention, memory deficits, and problems in generalizing and abstracting information. Approaches which emphasize enhanced learning processes include: self-monitoring; repetition and deliberate instruction in control…

Presents 5 activities for the K-1, 2-3, 4-5, 6-8 grade levels and for in the home in which students explore the concept of combinations. Each activity includes a lesson plan to investigate a combinatorics problem appropriate for that grade level. Provides reproducible worksheets. (MDH)