This study investigated age differences in the effects of instructional strategies on learning and transfer of a motor skill. Children 6, 8, and 10 yr. of age learned a simple novel task in either a prompted or a trial-and-error condition. Scores were recorded as elapsed time or time to reach criterion. Data were analyzed in a 3 × 2 × 2 (age × strategy × task) design with repeated measures on the last factor of the analysis of variance. Data provided partial support for the notion that trial-and-error learning enables a learner to transfer more effectively to a new situation.
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