Effects of Grammatical Factors and Amount of Material on Memorizing Paragraphs, Sentences, and Word Lists. [Report No.: TR-67-9

Autor/inn/en	Follettie, Joseph F.; Wesemann, Ann F.
Institution	George Washington Univ., Alexandria, VA. Human Resources Research Office.
Titel	Effects of Grammatical Factors and Amount of Material on Memorizing Paragraphs, Sentences, and Word Lists. [Report No.: TR-67-9
Quelle	(1967), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grammar; Instructional Materials; Memory; Paragraphs; Recall (Psychology); Semantics; Sentences; Standards; Stimuli; Time Factors (Learning); Word Lists + Suchen Sie Ihr Suchwort? Grammatik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gedächtnis; Abberufung; Semantik; Sentence analysis; Satzanalyse; Standard; Anreizsystem; Wortliste
Abstract	Research conducted to determine the effect of certain measurable characteristics of written material upon speed of memorization is presented. The characteristics studied fall into four classes: (1) Load measures reflecting informational density, (2) Length measures based upon number of syllables, words, kernel sentences, clauses, or sentences in a passage, (3) Packaging measures based on alternative, gramatically equivalent ways for dealing with the same semantic material, and (4) Word frequency measures. Six studies comprising 14 experiments were conducted. Experimental materials consisted of paragraphs, lists of sentences, single sentences, and lists of words. In all but one of the six studies, the primary measure of learning was cumulative presentation time to a criterion of one perfect rote recall of the experimental material, where presentation time during each exposure of the material was under the subject's control. Results include: (1) Paragraphs with a very high ratio between content words and total words in the paragraph required more time to learn than those with a lower content load; and (2) The time required to learn a set of sentences increased as the mean number of syllables per content word increased. Conclusions include: (1) Of the four types of stimulus characteristics studied, length has the most potent effects upon rote memorization; and (2) A number of relationships between independent and dependent variables were found to yield good fits to linear, power, or exponential equations. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01