Post-Learning Arousal Change and Long-Term Retention.

Autor/inn/en	Kumar, V.K.; Farley, Frank H.
Titel	Post-Learning Arousal Change and Long-Term Retention.
Quelle	(1975), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Arousal Patterns; Females; Higher Education; Learning Processes; Learning Theories; Paired Associate Learning; Patterned Responses; Retention (Psychology) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning theory; Lerntheorie; Antwortbogen; Merkfähigkeit
Abstract	This study examined the effects on long-term retention of variations in intensity and of temporal parameters of arousal following a single learning trial in a paired-associate task. The subjects were 56 female university students. Intensity of arousal was manipulated by using two levels of white noise--75 decibels and 90 decibels sound pressure level--and a condition without white noise. Noise was delivered at three temporal intervals following the learning trial: under three minutes, three to six minutes, and six to nine minutes. The results were analyzed using six linear contrasts. The main effect of level of arousal was not significant. Neither was there any significant interaction between intensity and timing of noise. Effect of temporal variation was examined via two contrasts. It was found that stimulation between three and six minutes after learning was detrimental to retention as compared to stimulation within three minutes and between six and nine minutes. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01