Experimenter by Subject by Retention Interactions: First Report. [Report No.: TR-260

Autor/inn/en	Farley, Frank H.; Dowling, Phyllis M.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Experimenter by Subject by Retention Interactions: First Report. [Report No.: TR-260
Quelle	(1973), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Disadvantaged Youth; Educational Research; Grade 10; Inner City; Learning Processes; Memory; Retention (Psychology); Secondary Education; Visualization; White Students + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Gedächtnis; Merkfähigkeit; Sekundarbereich; Visualisation; Visualisierung
Abstract	Short and long-term retention in a visual recognition memory task was studied as a function of race using 39 10th grade inner-city high school students as subjects and random polygons as stimuli. It was hypothesized that a black subject confronted by an unfamiliar white adult and requested to take a test might be more aroused than a comparable white subject, and a related hypothesis was that all testing situations are more arousing to black than white subjects. A significant interaction of retention interval by race was obtained; for example, on the immediate test white subjects obtained higher recognition scores than black subjects while retention test recognition scores were higher for the black subjects on the one-week interval. These results supported an earlier hypothesis by F. H. Farley of arousal, memory, and the conditions of testing in black-white learning and memory research, suggesting in addition that the race of the experimenter may be crucial to the analysis of the black subjects' task performance. (Author/RB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01