The transference issue, maturity, gender and different sequences of learning were studied in experimental learning contexts mediated by cognitive conflict. Four groups (16; 21; 20 and 18 subjects) randomly composed were submitted to three thirty minutes intervention sessions using the contents "Shapes partially hidden" and "Equidistance". "Shapes partially hidden" was presented to the first group; "Equidistance" to the second; "Shapes partially hidden" followed by "Equidistance" to the third; and "Equidistance" followed by "Shapes partially hidden" to the last one. All subjects were post tested immediately after the last session and thirty days after the first post test, by three tasks, "Shapes partially hidden", "Equidistance" and "Dice positions", randomly assigned. Three aspects were highlighted as result of the experiments: the maturity and gender seems to interact with learning; there were differences among the groups in relation to non taught contents suggesting an effect of transference; and the groups were differentiated by their achievements.
cognitive conflict; transference of learning; maturity
