Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies

Abstract

Intuitive (e.g., Sternberg, Conway, Ketron, & Bernstein, 1981) and informed (e.g., Brown & Campione, 1984; Campione & Brown, 1984; Resnick & Glaser, 1976) perspectives on intelligence emphasize the importance of strategy learning, maintenance, and transfer. There is, however, surprisingly little relevant data, and they conflict (cf. Campione & Brown, 1987; Campione, Brown, & Ferrara, 1982). The purpose of this study was to examine whether intelligence-related differences in strategy learning, maintenance, and transfer exist. Intellectually gifted, average, and mentally retarded children were taught strategies on a version of the balance-scale problem, and were then given additional training until they transferred these strategies to a related version of the problem. Maintenance was assessed 2 weeks after the completion of strategy training. We found that mentally retarded children needed more training to learn and transfer balance-scale strategies, and were less likely to maintain strategies that either gifted or average children. The implications of these findings are discussed.