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ERIC Number: ED337957
Record Type: RIE
Publication Date: 1991-Apr-1
Pages: 40
Abstractor: N/A
Reference Count: N/A
Differences in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and Other Low-Achieving Students.
Brownell, Mary T.; And Others
Research on Vygotsky's zone of proximal development theory was used as a foundation to investigate differences in the learning and transfer ability of 30 students with learning disabilities (LD) and 30 students with matched low achievement (LA), from grades 7 and 8. The two groups were assessed on their problem-solving ability on a balance scale learning task and three transfer tasks under unassisted and assisted conditions. Analyses were conducted to determine group differences in performance on several measures of learning, transfer, and maintenance. Results indicated inconsistent performance differences between the two groups. Students with LD performed similarly to students with LA on measures associated with the learning task, but generally outperformed students with LA on measures associated with the transfer task. It is concluded that students with LD are more capable than students with LA of maintaining and transferring their learning, suggesting that the ability to transfer learning is more closely related to general intelligence than to a specific learning disability. (30 references) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Identifiers: Zone of Proximal Development
Note: Paper presented at the Annual Meeting of the American Educational Research Association (72nd, Chicago, IL, April 3-7, 1991).