“…These factors include (a) exposing students to correct information about economic ideas, (b) having children find discrepancies between predicted and actual outcomes of economic events, (c) giving students the opportunity to talk about economic concepts (Berti et al, 1986), (d) providing children with real-life economic experiences, (e) helping students invent their own concept labels for economic ideas (Laney, 1989), (0 having students engage in two kinds of information processing through the generation of both verbal and imaginal representations of economic ideas (Laney, 1990), and (g) using instructor-led debriefings as a follow-up to reallife experiences with economic concepts (Laney, 1993). The study described in this paper extends this body of research to cooperative and mastery learning methods, exploring the effects of these methods, alone and in combination, on first and second graders' understanding of basic economic concepts.…”