Paired-Associate Learning at Three Imagery Levels in Level I and Level II Learners.

Autor/in	Prawat, Richard S.
Titel	Paired-Associate Learning at Three Imagery Levels in Level I and Level II Learners.
Quelle	(1972), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Association (Psychology); Grade 8; Learning; Learning Processes; Learning Theories; Paired Associate Learning; Patterned Responses; Perception; Reading Research + Suchen Sie Ihr Suchwort? Assoziation; School year 08; 8. Schuljahr; Schuljahr 08; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Antwortbogen; Wahrnehmung; Leseforschung
Abstract	Two views of paired-associate learning were examined by assessing the paired-associate learning efficiency of eighth grade samples identified by digit span and IQ test performance as Jensen-type Level I and Level II learners. Eighty eighth grade students ranging in age from 13 years 3 months to 14 years 10 months were selected as subjects. Three different digit span tests were used to measure Level I ability, involving series of from three to nine digits presented aurally via tape recorder. Paired associate materials were also presented aurally and consisted of six high-image pairs, six low-image pairs, and six moderate-image pairs selected from the 40 highest, 40 lowest, and 40 most moderately rated imagery categories according to the Paivio, Yille, and Madigan norms. IQ scores obtained from school records served as a measure of Level II ability. Imagery conditions constituted a highly significant source of variance. A predicted Learning Levels X Imagery Conditions interaction was not obtained, nor did the Level II group significantly outperform the Level I group. Strategy scores derived from the subjects' reports correlated significantly with paired-associate learning only for Level I subjects. Level II subjects reported greater use of verbal and imaginal elaboration. (WR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01