Literaturnachweis - Detailanzeige
| Autor/inn/en | Kee, Daniel W.; Sherwin, Trisha |
|---|---|
| Titel | Aural-Verbal and Visual-Pictorial Elaboration Effects on Children's Long Term Memory for Noun Pairs. |
| Quelle | (1977), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Grade 2; Learning Processes; Mediation Theory; Memory; Paired Associate Learning; Primary Education; Psychological Studies; Reading Research; Recall (Psychology); Retention (Psychology); Verbal Learning; Visual Learning |
| Abstract | Two experiments were conducted to assess the effects of elaborated presentation on noun-pair retention. A 2 x 2 factorial design was used with aural-verbal presentation (standard versus elaborated) and visual-pictorial presentation (standard versus elaborated). Subjects for one experiment were 64 second-grade children from a Mexican-American population of low socioeconomic status; those for the second experiment were 64 second-grade children from a white population of middle socioeconomic status. Subjects in both experiments learned 20 word-pairs by the study-test, paired-associate method. Retention was tested after a seven-day interval by the cued-recall method. Analyses of results indicated that aural-verbal and visual-pictorial elaboration facilitated the initial acquisition of noun pairs but did not influence long-term retention when the degree of original learning was equated. (Author/AA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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