Kindergarten and first-grade children were given a paired-associate learning task following one of five types of strategy-training procedures. In the motor-training conditions, subjects generated interactions involving pairs of toys by playing with them or by drawing pictures of them. It was found that relative to simple imagery practice, motor training facilitated the performance of kindergartners, with no differences among four motor-training variations. In the first grade, imagery practice by itself was as effective as each of the motor-training procedures. The results were discussed in terms of Piaget's theory of cognitive development and were contrasted with previously unsuccessful attempts to induce self-generated elaboration strategies in young children.
The study sought to examine the relationship between achievement and a number of variables shown to be associated with learning ability, including IQ, to determine their predictive effectiveness. Sixty-two first-grade black children were individually tested on the Wechsler Intelligence Scale for Children and tasks from three learning assessment strategies: (a) learning potential strategy using the Raven's Coloured Progressive Matrices in a pretest-coaohing-posttest format, (6) diagnostic teaching, and (c) paired-associate learning under three conditions designed to facilitate learning. IQ correlated moderately with achievement. In general, diagnostic teaching exceeded IQ in predictive effectiveness. Prospects for a more precise determination of the learning potential in young children were discussed.
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