The purpose of this study was to investigate the influence of advance organizers in a systematically designed lesson to teach rule-using behavior on transfer of rule learning to problem-solving situations. It was hypothesized that learners receiving an advance organizer treatment would perform better on a measure of transfer of rule learning than those not receiving such a treatment. A second hypothesis was that those with greater general ability would perform better on a transfer test than those with less general ability. Furthermore, it was hypothesized that learners with lower general ability would benefit more from an advance organizer treatment than those with higher general ability. / To test these hypotheses, 72 fifth and sixth grade elementary students at the Developmental Research School at Florida State University were evenly divided into high and low spelling ability levels. Within levels, learners were randomly assigned to one of two instructional treatments, one with and one without advance organizers. The instruction was systematically designed to teach rule-using behavior to spell words with cie and cei letter sequences. The dependent variable was a test of transfer of learning to the solution of problems associated with the spelling of unfamiliar words. To analyze the data, a two-way analysis of variance was conducted on the scores achieved on the transfer test. / Results indicated that those with greater general ability performed better on the transfer test of rule learning than those with less general ability even though both types of learners achieved the same level of performance in applying the rules taught during instruction. However, although no detrimental effects on transfer of learning were caused by the advance organizers, no statistically significant differences in transfer of learning could be attributed to the inclusion of an advance organizer treatment. / The conclusions from the study indicate that, while students benefit from systematically designed instruction to teach rules, advance organizers incorporated in that instruction do not necessarily enhance learning transfer. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0471. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75052 |
| Contributors | NOEL, KENT L., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 195 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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