Acquisition and Resilience Under Test Stress of Structurally Different Problem Solving Procedures
MICHIGAN UNIV ANN ARBOR HUMAN PERFORMANCE CENTER
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A procedure for solving binomial probability problems was taught in a three-part booklet that emphasized calculating with the formula Sequence F or that emphasized that the meanings of the variables in the formula Group G. A multi-leveled transfer posttest was administered after S had read either one, two or all three parts of his instructional booklet, and the amount of stress during testing was varied. The results indicated how a clear pattern of treatment vs. posttest interaction TPI in which Group F Ss excelled on near transfer items and Group G Ss excelled on far transfer or interpretive posttest items. The results are discussed with respect to the structurally different problem solving procedures.