Achieving generalization with general versus specific self-instructions: Effects on academically deficient children

Teacher-referred academically deficient children were randomly assigned to a general self-instruction training group, a specific self-instruction training group, or a didactic training group. Subjects in each group were trained on addition problems. Maintenance and generalization were measured by performance on the Peabody Individual Achievement Test (PIAT), an academic skill rating scale (ASRS), and a mathematics skill test. Children in the specific self-instruction training group improved significantly relative to other training groups on the PIAT math subtest, but not on measures of generalization. Children in the general self-instruction training group significantly improved their performance relative to children in other groups on the PIAT spelling and general information subtests. The results were discussed in terms of efficacy of general self-instruction training procedures for achieving generalization of problem-solving skills. © 1985 Plenum Publishing Corporation