Cognitive Abilities and Strategies in Children's Paired-Associative Learning. Report from the Project on Children's Learning and Development. Technical Report No. 315.

Autor/inn/en	Levin, Joel R.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Cognitive Abilities and Strategies in Children's Paired-Associative Learning. Report from the Project on Children's Learning and Development. Technical Report No. 315.
Quelle	(1974), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Ability; Concept Formation; Elementary Education; Elementary School Students; Learning Processes; Memory; Paired Associate Learning; Research Projects; Rote Learning; Time Factors (Learning); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Denkfähigkeit; Concept learning; Begriffsbildung; Elementarunterricht; Learning process; Lernprozess; Gedächtnis; Forschungsvorhaben; Mechanisches Lernen
Abstract	The paired-associate learning of 52 fourth graders was related to measures of cognitive ability obtained the previous year. Subjects were administered the paired-associate task under one of three variations: at a comfortable rate with standard instructions; at a comfortable rate with a potentially effective learning strategy (visual imagery); and at a speeded rate with standard instructions. As anticipated on the basis of earlier research with children of this age, the relationship between reasoning (as reflected by Raven's Progressive Matrices) and learning was augmented when subjects were supplied with the imagery strategy and diminished when the task was speeded. Negligible correlations between rote memory (as reflected by digit span) and learning were obtained under all task variations. Interpretations of the results and speculations for future research are included. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC