A Developmental Study of Pronouncing Responses in the Discrimination Learning of Words and Pictures. Technical Report. [Report No.: WRDCCL-TR-228

Autor/inn/en	Wilder, Larry; Levin, Joel R.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	A Developmental Study of Pronouncing Responses in the Discrimination Learning of Words and Pictures. Technical Report. [Report No.: WRDCCL-TR-228
Quelle	(1971), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Discrimination Learning; Grade 5; Multisensory Learning; Paired Associate Learning; Pictorial Stimuli; Preschool Children; Reading Research + Suchen Sie Ihr Suchwort? Collegestudent; Lernen; Lernprozess; School year 05; 5. Schuljahr; Schuljahr 05; Sensorische Stimulation; Fantasieanregung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseforschung
Abstract	Subjects at three age levels were administered picture pair or word pair discrimination lists. They pronounced or pointed as a method of choice, and they pronounced or pointed at the correct item (or remained silent) during rehearsal. The results indicated that with picture pairs, pronunciation facilitated learning as a method of choice and a type of rehearsal in nursery school subjects. For fifth-grade and college subjects, there was no significant difference between pronouncing and pointing as a method of choice. Spoken rehearsal was superior to control performance for the fifth-grade subjects. College subjects performed equally well in the control and pronouncing conditions, but pointing during rehearsal produced significantly more errors than pronouncing. Word pairs produced no significant pronunciation effects. The verbal stimuli tend to elicit implicit pronouncing responses sooner than the nonverbal stimuli. These results were discussed within an internalization of speech perspective. (Author/WR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01