ABSTRACT
Transfer of training has traditionally been an area of interest to both educators and psychologists. Psychologists who view behavior from a developmental vantage point are particularly well situated to provide information for the guidance of educational practice. The word creative is stressed because the discoveries of the laboratory are not directly translatable into practice. It is becoming increasingly apparent that children approach laboratory tasks and, it may be assumed, learning situations in general with different cognitive strategies. Investigations directed at uncovering cognitive strategies make it quite clear that performance measures of success and failure reflect both organismic response tendencies and experimenter arrangements of the training environment. Overtraining facilitated performance only on the reversal shift condition, where it also led to a significant reduction in perseverative errors. The chapter discusses examples of research findings which are likely to be useful to the creative educator.
