Retention of Problem-Solving Performance in School Contexts

Previous research into retention issues has been limited by the narrow range of learning outcomes investigated, by the preference for laboratory contexts rather than naturalistic settings, and by the short duration of the retention periods studied. This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects.

[1]  The Effect of Detail Importance and Passage Structure on the Retention of Prose by Twelve‐Year‐Old Children , 1977 .

[2]  H P BAHRICK,et al.  THE EBB OF RETENTION. , 1965, Psychological review.

[3]  L. Cronbach,et al.  Designing evaluations of educational and social programs , 1983 .

[4]  Wilbur S. Ames,et al.  A Meta-analysis of the Effects of Advance Organizers on Learning and Retention , 1980 .

[5]  J. A. Ross,et al.  Experimental problem solving: An instructional improvement field experiment , 1983 .

[6]  J. A. Ross,et al.  Teaching Problem Solving: An Instructional Design Strategy. , 1983 .

[7]  J. Shymansky,et al.  A Study of Teaching Strategies, Student Cognitive Development, and Cognitive Style as They Relate to Student Achievement in Science. , 1980 .

[8]  Donald A. Schön.  The reflective practitioner : how professionals think in action , 1986 .

[9]  Robert C. Calfee,et al.  Chapter 1: Cognitive Psychology and Educational Practice , 1981 .

[10]  Frederick Mosteller,et al.  2 – Assessing Social Innovations: An Empirical Base for Policy , 1975 .

[11]  Victor L. Willson,et al.  A Meta-analysis of Pretest Sensitization Effects in Experimental Design , 1982 .

[12]  G. Glass,et al.  Meta-analysis in social research , 1981 .

[13]  Robert C. Calfee,et al.  Cognitive Psychology and Educational Practice , 1981 .

[14]  John A. Ross,et al.  Development of a Test of Experimental Problem-Solving Skills. , 1983 .

[15]  E. Gagné,et al.  Long-term Retention of Information Following Learning from Prose , 1978 .

[16]  D. Zimpfer,et al.  Growth Groups: Do the Outcomes Really Last? , 1980 .

[17]  J. D. Williams,et al.  TEACHING PROBLEM‐SOLVING , 1961 .

[18]  Jane Butler Kahle,et al.  The effects of instructional organization and locus of control orientation on meaningful learning in high school biology students , 1984 .

[19]  J. Stanley.  Education in the Fast Lane: Methodological Problems of Evaluating Its Effects , 1983 .

[20]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[21]  Susan M. Shimmerlik.  Organization Theory and Memory for Prose: A Review of the Literature , 1978 .

[22]  S. Wade.  A Synthesis of the Research for Improving Reading in the Social Studies , 1983 .

[23]  Nancy L. Stein,et al.  What's in a Story: An Approach to Comprehension and Instruction. Technical Report No. 200. , 1981 .

[24]  James R. Okey,et al.  A meta-analysis of the effects of various science teaching strategies on achievement , 1983 .