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The present work analyzes the presence of transfer as a strategy for solving problems in students of Compulsory Secondary Education (ESO) and its relation with the course and with academic achievement. To this end, an analysis of variance was performed, obtaining better results for the 4th course of ESO and the higher achieving groups. This work is also meant to be a subject of reflection about the value of transfer in the educational area and the relevance of the teacher as a model in the classroom to promote the search for relations between different areas and disciplines.

This study starts out from the general agreement about the explicit memory deficits in children with Down's syndrome. Our aim is to explore the possibilities of the computer as a valuable instrument with which to train memory by teaching cognitive rehearsal strategies. The sample was made up of 40 students with Down's syndrome and was divided into two research groups: control and experimental. The results show a clear tendency towards memory improvement in the experimental group. These results can be considered indicators of the effectiveness of the intervention. They are also very interesting for education, in the sense that teachers can help the students with Down's syndrome to improve their memory capacity.