Generalization via multiple exemplar training and two methods of rule training : do rules help?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Hal Feinberg (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Richard N. Roberts

Abstract: The failure to find generalization in many applied studies with children has provided impetus for the development of both the self-instructional training (SIT) paradigm and the metacognitive training paradigm. Process research is lacking in both paradigms, given the array of training components within which verbalization training is typically embedded. The present study asked this fundamental question: Was generalization enhanced by training children to verbalize task requirements as they engaged a task series, relative to training multiple exemplars alone? Another question followed: If rule training did facilitate generalization, were the effects attributable to the training of rules per se, or to the problem-solving behavior specified by the rules?

Additional Information

Language: English
Date: 1987
Psychological tests for children
Child development $x Testing

Email this document to