Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1

Abstract

Educators have long been concerned with generalization of cognitive interventions. Typically, educators view generalization as a stage of instruction that follows acquisition of a new skill. In an effort to shed light on the problem of generalization with regard to learning strategies, this paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy. A model for generalization is described that emphasizes elements of remedial teacher-, regular teacher-, peer-, and student-mediated techniques for facilitating generalization during all phases of instruction. Studies that illustrate components of the model are reviewed, and future research needs in this area are identified. This article is the first of a two-part series.