Persistence of Gains From Instruction in Clasification, Seriation, and Conservation  

Oleh:

Pasnak, Robert ; Holt, Robert ; Madden, Samantha E. ; Malabonga, Valerie A. ; Martin, Janice W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 02 (Nov. 1996), page 87-92.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT Children who received learning-set instruction or unidimensional classification, unidimensional seriation, and number convervation in the middle of kindergarten were retested at the end of 1st grade. The follow-up tests showed that a 17-percentile-point advantage conveyed by this instruction on the O-LSAT measure of school-related reasoning was essentially intact. It also appeared that a 10-percelltile-point gain in mathematics, presumably an indirect effect of the increased competence in reasoning, was also intact. On the other hand, there was no longer any difference between experimental and control children in verbal comprehension. These results are discussed in terms of temporary, permanent, and self-propagating gains.

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