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Direct linkMatthews, Percival; Rittle-Johnson, Bethany – Journal of Experimental Child Psychology, 2009
Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical…
Descriptors: Grade 5, Mathematics Instruction, Teaching Methods, Comparative Analysis
Peer reviewedDenney, Nancy Wadsworth; Acito, Marlene A. – Journal of Experimental Child Psychology, 1974
Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)
Descriptors: Classification, Cognitive Development, Concept Formation, Learning Processes
Peer reviewedCheney, Thomas; Stein, Norman – Journal of Experimental Child Psychology, 1974
The effectiveness of three fading and two nonfading procedures were compared in training kindergarten children on an oddity problem in which shape was the relevant dimension. (SBT)
Descriptors: Concept Formation, Discrimination Learning, Kindergarten Children, Laboratory Equipment
