Transfer Effects Between Numbered and Unnumbered Serial Word Lists.

Autor/in	Leonard, S. David
Titel	Transfer Effects Between Numbered and Unnumbered Serial Word Lists.
Quelle	(1972), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comparative Analysis; Learning Processes; Memory; Numbers; Psychology; Serial Learning; Transfer of Training; Word Lists + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Gedächtnis; Zahlenraum; Psychologie; Serielles Lernen; Training; Transfer; Ausbildung; Wortliste
Abstract	Two experiments were conducted to examine the possibility that numbering might have an effect on learning of lists composed of more meaningful and highly available materials, words, and to further explore the possibility that different strategies may be employed in learning the two types of lists. In Experiment 1, 40 female students from elementary psychology served as subjects. Two sets of nonoverlapping 11-word serial lists were composed from a set of 22 two-syllable nouns. The words were typed in upper case letters for presentation by memory drum. Each subject learned a nonoverlapping set of 2 lists by the anticipation technique with 4 sec. anticipation and intertrial intervals. In Experiment II, a total of 48 subjects, 24 male and 24 female, from undergraduate psychology classes learned the lists. Subjects were equally distributed by sex over conditions. Two different lists composed of 10 two-syllable nouns were constructed. Each subject learned both lists, half in each order. The results of these two experiments indicate that numbering of serial lists does not improve performance in initial learning. Also, while the present data do not settle the issue of how learning numbered lists differs from the learning of unnumbered lists, they do indicate that there are differences between them. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01