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ERIC Number: ED002928
Record Type: RIE
Publication Date: 1961
Pages: 375
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
STUDIES OF THE EFFECTS OF SYSTEMATIC VARIATIONS OF CERTAIN CONDITIONS RELATED TO LEARNING. II. CONDITIONS OF PRACTICE.
BLAKE, KATHRYN A.; AND OTHERS
THIS INVESTIGATION STUDIED THE EFFECTS AND INTERACTION OF SELECTED PRACTICE, TASK, AND SUBJECT VARIABLES ON LEARNING PERFORMANCE. SUBJECTS SELECTED WERE RETARDED, NORMAL, AND SUPERIOR CAUCASIAN PUPILS. EACH WAS ADMINISTERED EIGHT TASKS FORMED BY COMBINING THE TASK MEANINGFULNESS AND RECITATION TYPE VARIANTS. THESE TASKS WERE ADMINISTERED IN CONJUNCTION WITH SIX COMBINATIONS OF MATERIAL AND PRACTICE DISTRIBUTION VARIANTS. THE SPECIFIC COMBINATIONS OF VARIANTS ADMINISTERED TO SUBJECTS AS THEY PERFORMED TASKS WERE DETERMINED BY PARTICULAR BASE CELL GROUPS. IN TURN, COMBINATION OF VARIANTS ADMINISTERED SUBJECTS IN A BASE CELL GROUP WAS CHANGED FROM TASK TO TASK. TWO PRACTICE VARIABLES, RECITATION TYPE AND AMOUNT OF MATERIAL, EACH AFFECTED LEARNING PERFORMANCE, WHILE THE THIRD, PRACTICE DISTRIBUTION, DID NOT. THE TASK VARIABLE, MEANINGFULNESS OF MATERIAL, DID NOT AFFECT LEARNING PERFORMANCE. AMONG THE SUBJECT VARIABLES, MENTAL AGE AFFECTED LEARNING PERFORMANCE, WHILE CHRONOLOGICAL AGE, INTELLIGENCE LEVEL, AND SEX DID NOT. GENERALLY, NO INTERACTIONS OCCURRED. DIFFERENCES WERE PRESENT BETWEEN GROUPS FORMED BY THE SEVERAL COMBINATIONS OF THE PRACTICE, TASK, AND SUBJECT VARIABLES. HOWEVER, THERE WAS NO EVIDENCE THAT THESE DIFFERENCES WERE CONSISTENTLY AND SYSTEMATICALLY HETEROGENOUS. (JL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Clarke County School District, Athens, GA.; Georgia Univ., Athens. Office of General Research.
Identifiers: GEORGIA; Georgia (Clarke County); Stanford Binet Intelligence Scale