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ERIC Number: ED013472
Record Type: RIE
Publication Date: 1967
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
DECREMENT IN CHILDREN'S COGNITIVE PERFORMANCE AS A CONSEQUENCE OF INFORMATION OVERLOAD.
SCOTT, ROGER O.
TWO HYPOTHESES RELATED TO HYPOTHESIS INTERFERENCE IN CONCEPT PERFORMANCE OF YOUNG CHILDREN WERE TESTED/ (1) STUDENTS MAKE MORE CLASSIFICATIONS WHEN STIMULUS OBJECTS ARE PRESENTED SEQUENTIALLY THAN WHEN STIMULUS OBJECTS ARE PRESENTED SIMULTANEOUSLY, AND (2) REDUCING THE NUMBER OF STIMULUS OBJECTS INCREASES CLASSIFICATION SPEED. MATCHED ON THE BASIS OF STANFORD-BINET IQ SCORES AND SEX, 20 SECOND GRADE STUDENTS WERE SEPARATED INTO TWO GROUPS. BEFORE TESTING, A PENCIL SORTING TEST WAS DEMONSTRATED TO ESTABLISH A SET TOWARD CLASSIFICATION ON THE BASIS OF PHYSICAL ATTRIBUTES RATHER THAN AFFECTIVE OR FUNCTIONAL QUALITIES. THE SIX BLOCKS TO BE SORTED WERE PRESENTED SIMULTANEOUSLY FOR CHILDREN IN ONE GROUP (MPG) AND SERIALLY FOR CHILDREN IN THE OTHER GROUP (SPG). THE FIRST HYPOTHESIS WAS SUPPORTED BY THE DATA. SIGNIFICANTLY MORE SORTS WERE MADE BY THE SPG. HOWEVER, THE DATA INDICATE THAT REDUCTION OF STIMULUS OBJECTS DOES NOT LEAD TO FASTER DISCRIMINATIONS. NO SIGNIFICANT DIFFERENCES BETWEEN THE CLASSIFICATION SPEEDS OF THE TWO GROUPS WERE OBSERVED. THE STUDY SUGGESTS THAT SERIAL PRESENTATION OF EDUCATIONAL MATERIAL WOULD STIMULATE THE FORMATION OF MORE CONCEPTS THAN WOULD SIMULTANEOUS PRESENTATION. THIS DOCUMENT APPEARED AS STUDY 5 IN SCHOOL ANXIETY AND COGNITIVE FUNCTIONING/ EXPLORATORY STUDIES, REPORT 4, IRCOPPS MIDWEST RESEARCH CENTER FOR PUPIL PERSONNEL SERVICES, ANN ARBOR, MICHIGAN, PP. 141-164. (PS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Michigan Univ., Ann Arbor. Midwest Research Center.
Identifiers: Stanford Binet Intelligence Scale