Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Mary E.; Farley, Frank H. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Short- and Long-Term Retention as a Function of Variations in Stimulus and Response Interestingness. Report from the Motivation and Individual Differences in Learning and Retention Project. [Report No.: TR-150 |
| Quelle | (1970), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Learning Processes; Memory; Motivation; Pacing; Paired Associate Learning; Retention (Psychology); Time Factors (Learning) |
| Abstract | This report focuses on memory research, using 'interestingness' as a variable in paired-associate (PA) learning and retention. Nine PA lists were constructed from 'interestingness' ratings (high, medium, and low) on both stimulus and response sides, and controls over associative properties of stimulus and response terms. Subjects (162) were assigned to the nine lists and to short-versus long-term (48 hour) retention intervals. No significant interaction between interest and short-versus long-term retention was obtained. Interest had a significant main effect on the response side, with middle levels of response 'interestingness' leading to best retention; a significant interaction was obtained between the stimulus and response terms with retention interval collapsed. It is anticipated that results obtained in this report will help generate new knowledge of the learning and memory processes, particularly their developmental relationship to individual differences and to motivation. (Author/CJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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