The Effects of Structural Relations on Transfer : Psychological Monographs on Cognitive Processes, Volume Two

Z P Dienes

ISBN 10: 104134998X / ISBN 13: 9781041349983

Published by Taylor & Francis Ltd (Sales) Aug 2026, 2026

About this Item

Neuware - Originally published in 1970 The Effects of Structural Relations on Transfer follows on from the investigation reported in the first volume Thinking in Structures. It deals with four problems: - How far is it true that learning is accelerated by tackling the more difficult tasks first - Do learning situations largely under the learner's control increase ability to learn large mathematical groups - Does Structural learning take over from Stimulus/Response Association learning as the material becomes more complex - Are there age-differences in the amount of difficulty experienced with material taken in different orders Some valuable answers are elicited, and the results are considered for their implication in actual classroom practice. Today it can be read in its historical context.

Seller Inventory # 9781041349983

Bibliographic Details

• Title: The Effects of Structural Relations on Transfer : Psychological Monographs on Cognitive Processes, Volume Two
• Publisher: Taylor & Francis Ltd (Sales) Aug 2026
• Publication Date: 2026
• Language: English
• ISBN 10: 104134998X
• ISBN 13: 9781041349983
• Binding: Buch
• Condition: Neu
• Dimensions: 216W x 140H x 11D millimeters 216 millimeters width by 140 millimeters height by 11 millimeters depth
• Weight: 327 grams

About this title

Synopsis

Originally published in 1970 The Effects of Structural Relations on Transfer follows on from the investigation reported in the first volume Thinking in Structures. It deals with four problems:

1. How far is it true that learning is accelerated by tackling the more difficult tasks first?
2. Do learning situations largely under the learner’s control increase ability to learn large mathematical groups?
3. Does Structural learning take over from Stimulus/Response Association learning as the material becomes more complex?
4. Are there age-differences in the amount of difficulty experienced with material taken in different orders?

Some valuable answers are elicited, and the results are considered for their implication in actual classroom practice. Today it can be read in its historical context.