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ERIC Number: ED002969
Record Type: RIE
Publication Date: 1961
Pages: 143
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
RESPONSES OF BRIGHT, NORMAL, AND RETARDED CHILDREN TO LEARNING TASKS.
CARRIER, NEIL A.; AND OTHERS
THE RELATIONSHIPS AMONG THE VARIABLES OF INTELLIGENCE, LEARNING TASK PERFORMANCE, EMOTIONAL TENSION, AND TASK MOTIVATION WERE STUDIED. ABOUT 120 BRIGHT, NORMAL, AND RETARDED CHILDREN PERFORMED SIX TRIALS OF NUMBER LEARNING, CONCEPT FORMATION, PROBLEM SOLVING, PERCEPTUAL-MOTOR COORDINATION, AND VERBAL LEARNING TASKS. DURING THE LEARNING SESSIONS, SIMULTANEOUS AND CONTINUOUS MEASURES WERE RECORDED OF SUBJECT RESPONSES, INCLUDING GALVANIC SKIN RESISTANCE, IMPEDANCE PLETHYSMOGRAPH FINGER VOLUME, AND RESPIRATION RATE AND AMPLITUDE. CONCURRENTLY, THE AMOUNT AND KIND OF TASK-IRRELEVANT MOVEMENTS DISPLAYED BY THE SUBJECTS WERE OBSERVED AND TALLIED WITH RESPECT TO BODY-PART CATEGORIES. SEVERAL DAYS AFTER THE SESSIONS EACH SUBJECT RESPONDED TO AN ORAL AND INDIVIDUAL ADMINISTRATION OF THE"CHILDREN'S MANIFEST ANXIETY SCALE." ASSESSMENT OF TASK MOTIVATION WAS ACCOMPLISHED THROUGH THE ADMINISTRATION OF A QUESTIONNAIRE SEGMENT AT THE BEGINNING AND END OF THE LEARNING SESSIONS AND AT THE END OF EACH TASK-TYPE DURING THE SESSIONS. DATA OBTAINED DURING THE STUDIES WERE ANALYZED, AND THE RESULTS WERE APPLIED TO PRE-ESTABLISHED HYPOTHESES PREDICTING RELATIONSHIPS AMONG THE MAJOR PROJECT VARIABLES. THE INTELLIGENCE-PERFORMANCE RELATIONSHIP WAS SHOWN TO BE POSITIVE IN BOTH COGNITIVE AND MANIPULATIVE SKILLS (THE COGNITIVE SKILL PROVING MORE DIFFICULT, HOWEVER). THE GENERAL ANXIETY QUESTIONNAIRE GAVE THE SOLE SUBSTANTIAL SUPPORT TO THE PREDICTED NEGATIVE INTELLIGENCE-EMOTIONAL TENSION RELATIONSHIP. ONLY WEAK SUPPORT WAS FOUND ON ISOLATED MEASURES FOR (1) INTELLIGENCE-TASK MOTIVATION (POSITIVE), (2) EMOTIONAL TENSION-PERFORMANCE (NEGATIVE), AND (3) MOTIVATION-PERFORMANCE (POSITIVE). IN ADDITION, A PREDICTED NEGATIVE EMOTIONAL TENSION-TASK MOTIVATION RELATIONSHIP WAS NOT BORNE OUT. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Southern Illinois Univ., Carbondale.
Identifiers: ILLINOIS; Illinois (Carbondale)