A New Paradigm for Learning of Direct and Indirect Reference Tasks in Learning-Set Context

Abstract

Reference properties were taught by means of a learning-set procedure in which each problem was divided into three parts. Part 1 and Part 2 provided a context whereby S could relate the transient stimuli found in those parts, to Part 3. Part 3 involved the use of the information gained in Parts 1 and 2 in mastering the task. One direct and three indirect reference tasks were designed with the least difficult resulting in 100% mastery and the most difficult in mastery by only 17% of Ss.