Abstract
This study investigated whether strategies on embedded-figures problems and water-level problems can be changed through instructional programs. The sample consisted of 48 boys and girls ages 7 to 8 years who were assigned to three treatment groups. One experimental condition received restructuring-in-perception training. Subjects in another experimental condition received conservation-of-horizontality training. Subjects in the control condition received no training. Analysis suggested that restructuring-in-perception training improved performance on embedded-figures problems. The improvement could be attributed to a higher percentage of solutions in the category of the simultaneous (or figurative) strategy. Also, conservation-of-horizontality training improved performance on water-level problems. The latter was dependent on structural mental attentional capacity. In spite of improvements, however, subjects' performances appeared to be task-specific rather than generalizable across tasks.
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