Discusses a strategy by which students can explore social studies concepts by doing. Describes the use of counter examples to help students derive clear, concise definitions of terms and appropriate applications. Gives a set of rules by which definitions can be evaluated and presents example exercises. For journal availability, see SO 506 572.…

Discusses a study which sought to determine the extent to which teachers or prospective teachers can discriminate among generalizations about phonics of varying degrees of usefulness. (JM)

Research based instructional procedures to facilitate generalization of learning strategies by remedial students are offered at four levels of generalization: antecedent, concurrent, subsequent, and independent. Within each level, specific procedures mediated by the special teacher, the regular teacher, peer, and/or student are illustrated.…

To maximize effectiveness of instruction in daily living skills, teachers need procedures that are applicable to small group instruction, that promote generalization, and that can be replicated across skills. Eight moderately mentally retarded adults acquired and generalized daily living skills through a combination of instructions in reading…

How secondary social studies teachers can teach concepts through the skills of categorizing and generalizing is discussed. (RM)

The Purposeful Algebraic Activity Project is concerned with the development of algebraic activity in pupils in the early years of secondary schooling. Here we report on the different ways in which we have observed children articulating generalisations during semi-structured interviews which are being used to gain snap-shots of this development. We…

This paper demonstrates how to design an instructional process aimed at teaching general methods of thinking, using the Landamatics theory and methodology. Landamatics is not a collection of lesson plans, but rather a general method of approaching the design of any effective course of instruction or any lesson plan. The method formulates general…

Research is reviewed that employs delay procedures with the severely handicapped as a means of shifting stimulus control. The parameters of delay procedures are delineated, including prerequisite student and teacher considerations, types of responses, levels of delay, single versus blocked trials, and basic delay methodology. (Author)

Preskills and strategy training were shown to be effective in helping four eight- to nine-year-old learning disabled children acquire basic multiplication and division skills. (Author)

Two studies compared the effectiveness of two procedures (multiple examples across trials and within trials) in teaching 10 students (ages 10-20) with moderate disabilities functional word discriminations. The first procedure was superior in acquisition; the latter procedure, however, was better under generalization for most participants.…

A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…

A study was conducted to determine generalization performance after training. Eight students with moderate retardation, aged 6-10, were trained and tested on identification of colors, under one of two treatment conditions: single (one example) and multiple (four examples). Greater generalization resulted when multiple exemplars were used during…

The study demonstrated the effectiveness of an instructional package on filling out job application forms with 24 hearing impaired college students. Use of practice forms with many elements common to other forms led to greater generalization than use of practice forms with fewer common elements. (DB)