ERIC Number: ED098456
Record Type: RIE
Publication Date: 1972
Reference Count: 0
Learning to Learn in Children.
Medin, Douglas L.
Seven main experiments and three pilot studies were conducted to develop and test theories of transfer of training in children. Initial tests failed to support an incentive model for learning and transfer, but a new model given strong emphasis to the role of context in learning was developed which accounted for a wide range of learning and transfer data. Although this was clearly the most salient result, other work revealed that: (1) learning rules when there are exceptions to rules may be much more difficult than one might have been led to imagine; (2) simply solving any problem (learning the rule) may underlie the basis of the easy-to-hard transfer effects in children; (3) tests to measure dimensional preferences may create them; (4) young children may use more than a single dimension in making choices when decisions can be considered sequentially; (5) dimensional processing skills may increase with age in ways that are more significant than simply changes in the allocation of attention; and (6) some claims concerning changes in mediating skills with age were most likely premature. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Rockefeller Univ., New York, NY.