Generalization: Train! Don't Assume.

Generalization is the sine qua non of learning (Guess et al., 1985; Parsons et al., 1990; Hedbring & Holmes, 1977; Stokes and Baer, 1977). Without generalization, teaching may have occurred, but long-term learning certainly hasn't. About this fact, there is no debate among researchers, competent teachers, and learned parents.

     The process of learning a skill proceeds in two phases. First, the skill must be acquired. Successful skill acquisition requires understanding the conditions of learning, principles of teaching, and rules of instruction as laid out elsewhere on this website.

The second phase in the learning process is that of skill generalization.

     How does the teacher know that generalization has occurred?

     Six questions must be answered affirmatively before any assertions of generalization can be made.

??? Specifically, can the student demonstrate the acquired skill... ???      
(1) across cues (verbal cues, context cues, regardless of phrasing, accent, or pace);      

(2) across materials (computer keyboard vs. type-writer; keyboard vs. paper and pencil);      

(3) across persons (teacher or parent vs. employer, law officer, job placement personnel, workmates);      

(4) across time (evenings vs the morning; whether the student is hungry or satiated, happy or sad; whether inside or outdoors, summer or winter);      

(5) across settings (classroom or lunch-room vs bus stop, activity center, fast food restaurant, church, beach, group home, library)? and      

(6) across choices (allowing students to exercise choice in time, location, tutors, activity, etc.).

Ongoing, intermittent, periodic "generalization probes" are vital. They should be conducted in order to ensure that generalization of the skill has been maintained. Employment for the student depends on it.

The fact is that generalization cannot be overstated nor over-emphasized: Generalization is a vitally important skill in and of itself. It absolutely must be taught rather than assumed or inferred. Again, it is indeed the sine qua non of instruction.

Yes, laptop computers are perhaps unsurpassed as generalization agents. They can without question and with little qualification help teachers get the job done of teaching generalization -- one-on-one, student-specific, tolerantly, patiently, consistently, and effectively.

(See more on the Generalization discussion under Lesson Plans elsewhere on this website.)