Investigated the role of group heterogeneity and ability level in previous research which indicated that while groups can solve more problems than individuals, on subsequent individual transfer problems, the effect of group participation is lost. 64 undergraduates were stratified by ability level (using the Otis Quick-Scoring Mental Ability Test) and randomly assigned as homogeneous or heterogeneous pairs or quads to attain either 3 or 7 training concepts. Following training, each S participated individually on 3 transfer concepts. Results indicate that training low-ability Ss as homogeneous quads facilitated individual transfer performance. (16 ref.)

An experiment was conducted to investigate the effects upon training and transfer of (a) general mental ability, (b) group size, and (c) degree of initial acquisition. One hundred ninety-two female Ss enrolled in psychological measurement, with an IQ range of 98-135, were stratified into two levels of general mental ability (high, low); were assigned to one of three groups (individuals, pairs, quads); and were trained under one of two degrees of initial acquisition. Results suggest that (a) though groups of two or more attain concepts more efficiently during training, individuals are more efficient during transfer; and (fe) for a brief exposure to conceptual materials, low-ability pairing provides an optimal condition for learning.

No abstract

Scores from 16 tests, two for each of 8 abilities (General Reasoning, Verbal Comprehension, Induction, Deduction, Spatial Scanning, Perceptual Speed, Rote and Span Memory), and 18 scores from concept-attainment and informationprocessing tasks were obtained from each of 94 female as enrolled in educational psychology at the University of Wisconsin. The 34 task and ability variables were intercca,related, then factored using Alpha factor analysis. The 12 Alpha factors were rotated to an oblique solution according to the Harris-Kaiser criterion. Three abilities (General Reasoning, Induction and Verbal Comprehension) were found to be related to three concept-attainment and two informationprocessing factors. The concept-attainment and information-processing tasks were seen to be relatively distinct rather than unitary activities.

No abstract