Tested the effects of instruction in 2 formally different strategies on conjunctive concept attainment and problem-solving efficiency at 2 developmental levels. A total of 90 educable retarded 9-11 yr. olds with MAs of 5-6 and 7-8 yr. served as Ss. Treatments consisted of instruction in conservative focusing, successive scanning, or no instruction. It was found that with the 5-7 MA level, training in focusing failed to facilitate performance; scanning instruction increased problem-solving efficiency but did not facilitate concept attainment. At the 7-8 MA level, instruction in both strategies facilitated performance, although focusing was more effective than scanning. Results indicate that the acquisition of complex cognitive operations in young children is a function of both the logical structure and informational demands of the task. (24 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- 7-8 yr
- conjunctive concept attainment &
- problem-solving efficiency, conservative focusing &
- successive scanning instruction, educable retardates with MAs of 5-6 &
ASJC Scopus subject areas
- Developmental and Educational Psychology