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Autor/inn/enLabouvie-Vief, Gisela; Levin, Joel R.
InstitutionWisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
TitelThe Relationship Between Recall Performance and Abilities: A Second Look. Report from the Project on Children's Learning and Development. Technical Report No. 314.
[Report No.: WRDCCL-TR-314
Quelle(1974), (23 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterAbility; Cognitive Ability; Comparative Analysis; Learning Processes; Memory; Performance Factors; Predictive Measurement; Recall (Psychology); Relationship; Research Projects; Secondary Education; Secondary School Students
AbstractThis paper reports an attempt to replicate previously published findings on the interrelationship between free-recall performance and selected cognitive abilities. In Experiment I, 300 7th and 12th graders responded to a battery of eight intelligence and memory tests and were then randomly assigned to one of three pre-learning instructional conditions (control, organizational chunking, and rote rehearsal). In Experiment II, 120 3rd and 10th graders were asked to recall items either immediately or following a 30-second delay (the latter presumably fostering conceptual activity). Utilizing a rote-conceptual distinction as potentially relevant in mediating interrelations between abilities and learning, the authors expected that systematic differentiated patterns of recall-ability covariation would emerge as a function of age, practice, and experimental treatment. However, most of the predictions were not confirmed, even those serving to replicate the previous findings. It is argued that such negative results necessitate a closer examination of the underlying theoretical model--specifically, a more thorough consideration of the appropriate treatment conditions and ability markers. (Author)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2004/1/01
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