Influence of Knowledge Context on the Learning of Intellectual Skills

Abstract

A total of 188 10th-grade students were taught a hierarchy of intellectual skills in one of three different contexts: one in which the skills were taught in isolation, one in which additional verbal instructions were provided, and a third in which the skills were taught in relation to a relevant anchoring idea. The students were tested following intervals of approximately 2 days and 7 weeks for achievement of the final task of the hierarchy, lateral transfer, and achievement of subordinate skills. With some qualifications, results supported the prediction that use of the anchoring idea context would enhance the meaningful learning and retention of the most complex skills.