Literaturnachweis - Detailanzeige
| Autor/inn/en | Ghatala, Elizabeth S.; und weitere |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | A Clarification of Frequency Effects in Children's Discrimination Learning. Technical Report No. 294. [Report No.: TR-294 |
| Quelle | (1974), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behavior Patterns; Child Development; Cognitive Development; Cognitive Processes; Discrimination Learning; Educational Research; Elementary Education; Grade 6; Learning Processes; Memory; Retention (Psychology) |
| Abstract | Four experiments were conducted to assess the effects of certain stimulus variables on children's discrimination learning. In general, it was found that word frequency was negatively related to discrimination learning as long as the words were meaningful to the subjects. Moreover, the relationship between word and performance reversed in free-recall learning, as was expected. Equivalent relationships between frequency and learning were obtained with verbal and pictorial materials. The implications of these results were discussed in the context of popular accounts of memorial representation. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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