TITLE Concept Attainment , Transfer , and Retention Through

The effects of observing a model and of providing a response rule on the-leran-ing,/itransfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The children profited both from modeling and from rule-provision, with the strongest learning, transfer, and retention displayed by the group that watched the model and 7 also received the rule summary. Sequence of presenting the sets of retention stimuli (including a series of novel generalization items not previously encountered) did not influence the strength of concept retention six weeks