This study investigated the effects of structured training at two informational levels on children's performance on a problem‐solving computer program. An informed‐training group (strategy training with detailed explanations) performed at a superior level to a blind‐training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)