Ability of Ghetto Children to Retain Images Related to Learning. Final Report.

Autor/in	Reynolds, Richard J.
Institution	Georgia Univ., Athens.
Titel	Ability of Ghetto Children to Retain Images Related to Learning. Final Report.
Quelle	(1972), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Processes; Concept Formation; Conceptual Schemes; Disadvantaged; Disadvantaged Environment; Disadvantaged Youth; Educationally Disadvantaged; Fundamental Concepts; Generalization; Learning; Learning Activities; Learning Processes; Learning Theories; Preschool Children + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Benachteiligter Jugendlicher; Grundlagenplan; Konzept; Lernen; Lernaktivität; Learning process; Lernprozess; Learning theory; Lerntheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Piaget's notions about schema retention were examined using a sample of 384 disadvantaged four, five, and six year old children from a wide geographical area. The purpose was to examine the idea that schemas may be destroyed or modified by specific methods of interference using a retroactive inhibition model. Pictorial scenes were generated and shown to the children individually until a schema was formulated. These scenes were then removed, modified, and represented to check for schematic retention. Retention was tested by recall recognition. Temporal sequencing caused schematic loss. Irrelevant interferences produced the least amount of schematic loss. Both recalled and recognized schemas showed little effect of the interferences. Since all interferences were systematic modifications of the original scenes, when S realized he was being presented a set of scenes, he substituted an anchor schema for the original. This anchored schema became the new schema, and the original schema was generally lost. Analyses indicated that children of this population may be less subject to losing schemas as to having them systematically modified by interferences which supplant the original schema. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01