Abstract
This study investigated the hypothesis that prerequisite skills in a seriation learning hierarchy mediate positive transfer for superordinate skills. In addition, the effect of instructional conditions involving modeling combined with variations in feedback on skill acquisition at different levels in the seriation sequence was examined. Application of the White and Clark test of inclusion revealed a close correspondence between hypothesized and observed prerequisite relations in the seriation hierarchy. However, structural analysis of the data revealed that positive transfer did not occur in many instances in which it was expected. In addition, instructional variations were found not to be uniformly effective at all levels in the sequence.
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