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ERIC Number: ED003066
Record Type: RIE
Publication Date: 1965
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
THE ROLE OF SELF-PACING IN LEARNING TO MEMORIZE.
DALLETT, KENT M.
TWO GROUPS OF SUBJECTS, DESIGNATED PACED AND UNPACED, WERE USED TO DETERMINE WHETHER SELF-PACING IS ADVANTAGEOUS OR NECESSARY IN THE DEVELOPMENT OF EFFICIENT TECHNIQUES OF MEMORIZING. EACH GROUP LEARNED 8 LISTS OF 25 WORDS EACH, 2 LISTS PER SESSION. AT THE FIFTH SESSION, THE PACED GROUP LEARNED TWO ADDITIONAL LISTS UNDER SELF-PACED CONDITIONS. DURING THE SAME SESSION THEY WERE TESTED WITH A 50-WORD LIST UNDER PACED CONDITIONS. THE UNPACED GROUP LEARNED 2 ADDITIONAL LISTS UNDER PACED CONDITIONS, AND WERE TESTED WITH A 50-WORD LIST UNDER UNPACED CONDITIONS. THE RESULTS SHOWED THAT (1) BOTH GROUPS IMPROVED WITH PRACTICE, (2) THE GROUPS DID NOT DIFFER IN TOTAL LEARNING TIME, AND (3) THE GROUPS DID NOT DIFFER IN RECALL. THE RESULTS LEAD TO THE CONCLUSIONS THAT (1) MNEMONIC TECHNIQUES APPARENTLY ARE NOT EASILY TAUGHT OR CHANGED BY THE METHODS USED, (2) PACED AND UNPACED LEARNING ARE EQUALLY EFFECTIVE, AND (3) PACED AND UNPACED LEARNING LEAD TO COMPARABLE 48-HOUR RETENTION. (AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Los Angeles.
Identifiers: CALIFORNIA; California (Los Angeles)