Mediational Styles: An Individual Difference Variable in Children's Verbal Learning Ability.

Autor/inn/en	Hohn, Robert L.; Martin, Clessen J.
Institution	Michigan State Univ., East Lansing.
Titel	Mediational Styles: An Individual Difference Variable in Children's Verbal Learning Ability.
Quelle	(1968), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Association (Psychology); Educational Strategies; Grade 5; Individual Differences; Learning Theories; Mediation Theory; Paired Associate Learning; Retention (Psychology); Verbal Learning + Suchen Sie Ihr Suchwort? Assoziation; Lehrstrategie; School year 05; 5. Schuljahr; Schuljahr 05; Individueller Unterschied; Learning theory; Lerntheorie; Mediationsverfahren; Merkfähigkeit; Verbales Lernen
Abstract	Seven mediational strategies for use in verbal associative learning have been discovered. They range from the simple to the intermediate to the complex. The subjects of this study were 173 fifth graders, who were administered a paired-associate (PA) task and asked to identify the strategies they used. On the basis of this data, they were then placed into one of the three classes of strategies and administered a criterion PA task. Then the subjects were again asked to identify the strategies they used. One week later the subjects were given a retention PA task and asked upon the completion thereof to state the strategies used. During the criterion task, three types of experimenter-supplied mediators (simple, complex, and none) were distributed among the three subject groups. It was discovered that complex-strategy children learned PA's at a significantly faster rate than simple-strategy children, with the intermediate group falling in-between. The complex experimenter-supplied mediator condition was the most effective for learning, regardless of subject-strategy style. On the retention test, the complex-strategy children again performed significantly better than simple-strategy children. Thus, mediational style was shown to be an important variable in accounting for individual differences in rate of learning and amount of retention. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01