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Abstract
To test hypotheses about the optimal place of rules in school learning tasks 124 12‐year‐old children from a single campus were categorised by ability, sex and two personality traits — extraversion/introversion and general anxiety. The learning task was a program on vectors from which rules were ‘abstracted and given either before or after sections of the program containing practice examples.
Further evidence for the superiority of rules following practice was obtained. Significant interactions of treatments and extraversion on post‐ and transfer‐tests showed, however, that this occurred because the “rules before” was significantly poorer than the “rules after” condition for extraverts of both above and below average ability. There was no significant difference between the treatments for introverts. Anxiety level differences were not significant, but anxious children were slightly better than non‐anxious.