An investigation of transfer and attitude in pre-school children as a function of instructional mode and developmental stage

The primary purpose of this research was to determine if transfer and attitude in preschool children was a function of instructional mode and developmental stage. Literature relating to previous developmental research on conditioning, experiential methods, attitudes, and transfer were reviewed and discussed. Evidence found in the study supported the conclusion that attitude in preschool children was a function of instructional mode. Children who were permitted choice and manipulation of objects exhibited a more positive attitude than children who were not. Children in a higher developmental stage displayed better transfer scores than children in a lower developmental stage. A significant relationship was found between transfer and attitude. It was concluded that this study could represent the beginning of a new direction in research on attitude toward instructional modes and its effect on learning. Possibilities for further research were presented using the findings of this study as the impetus for such research. [...]