TRANSFER IN CATEGORY LEARNING OF YOUNG CHILDREN: ITS RELATION TO TASK COMPLEXITY AND OVERLEARNING

1 November 1966

journal article
Published by Wiley in British Journal of Psychology

Vol. 57 (3-4) , 361-373
https://doi.org/10.1111/j.2044-8295.1966.tb01037.x

Abstract

An investigation with normal pre‐school children is reported which confirms and extends earlier findings on subnormal subjects. That transfer is related to the complexity of intervening training is again demonstrated across widely different tasks. In addition, evidence is offered for the interaction of overlearning with complexity, and the possible relevance of transfer in cognitive development is briefly discussed.

Keywords

CHILDREN
CATEGORY LEARNING
OVERLEARNING
COGNITIVE DEVELOPMENT
SCHOOL
TRANSFER
TASK COMPLEXITY
NORMAL PRE

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