Training of Original Responses and Academic Performance of Fifth-Grade Students

Abstract

This study was undertaken to extend the training of original responses demonstrated in word-association tests to that of word-problems. A 198-item program was given to 48 fifth-grade subjects of Caucasian military dependents, and resident Hawaiian students, including boys and girls. Subjects worked in 12 teams of 4 subjects. 48 subjects matched in academic ability in the same fifth grade served as controls. After the program, subjects produced more original responses to new problems, and made larger gains in reading comprehension and solving word-problems in mathematics, and subjects identified as “behavior problems” became more manageable than similar control subjects. The extensive response of experimental subjects suggests that gains may have resulted from motivational as well as, or in addition to, specific training in generating original responses. No differences between ethnic groups or sexes emerged.