Effects of Differentially Structured Introductory Materials and Learning Tasks on Learning and Transfer

Studies by Ausubel and his associates (Ausubel, 1960; Ausubel and Fitzgerald, 1961, 1962; Ausubel and Youssef, 1963; Fitzgerald and Ausubel, 1963) have investigated the effects of introductory materials on the learning and retention of potentially meaningful verbal material. The results have indicated that the learning and retention of meaningful verbal material can be facilitated through the use of introductory materials. These studies also suggest that introductory materials designed to facilitate transfer will facilitate subsequent transfer. Although the cited studies have implied that there is a transfer of the information obtained in the introductory material to the new learning material, there is little experimental evidence regarding the role of introductory materials in facilitating transfer. This article is a presentation of evidence from two experimental studies regarding the effects on learning and transfer of experimentally manipulating two variables. These variables, according to Ausubel (1963), influence the cognitive structure of the learner.