The effect of varying amounts and kinds of information as guidance in problem solving.

Publisher Website
Google Scholar
Abstract
The purpose of this investigation was to "re-examine the effect of giving varying amounts of information in the guidance of problem solving." A group of 233 students were given several forms of the Katona "match-task" with varying amounts of verbal information on (1) the principle, and (2) the method of solution. The results revealed (1) "that information used in guidance must be appropriate to the task set for the student," (2) "some appropriate guidance is beneficial but failure to provide it will delay rather than prevent solution," (3) "the effect of guidance does not depend solely on the amount of information imparted," (4) "more explicit information will prove helpful with the more able students," (5) "less explicit instruction may be just as effective as more directive guidance for the less able student." 24 references.

This publication has 2 references indexed in Scilit: