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ERIC Number: ED019674
Record Type: RIE
Publication Date: 1968-Feb
Pages: 67
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A DEVELOPMENTAL STUDY OF THE EFFECT OF RELATIONSHIPS BETWEEN WORDS ON A MEMORY TASK.
FELZEN, ENID
THIS STUDY WAS CONDUCTED TO EXPLORE DEVELOPMENTALLY THE FEATURES OF WORDS USED IN THE PROCESS OF ORGANIZING RELATED WORDS TOGETHER. A CONTINUOUS RECOGNITION MEMORY TASK OF 121 WORDS WAS USED IN WHICH SOME OF THE WORDS (EXPERIMENTAL WORDS) PRESENTED ONLY ONCE IN THE LIST WERE SEMANTICALLY OR PHONETICALLY RELATED TO OTHER LIST WORDS. EIGHTY THIRD- AND SIXTH-GRADE CHILDREN HAD TO INDICATE WHETHER THE WORDS HAD BEEN PRESENTED BEFORE IN THE LIST OR NOT. IN PARTICULAR, THIS THESIS WAS CONCERNED WITH FALSE RECOGNITION ERRORS WHERE A WORD WAS RECOGNIZED AS HAVING BEEN PRESENTED PREVIOUSLY. THE ERROR SCORE WAS SUPPLEMENTED BY A MEASURE OF THE REACTION TIME FOR RESPONDING. IT WAS FOUND THAT--(1) THE CHILDREN WERE MUCH MORE LIKELY TO RECOGNIZE A WORD CORRECTLY THAN TO MAKE AN ERROR, (2) IT TOOK SIGNIFICANTLY LONGER TO MAKE AN ERROR THAN TO RESPOND CORRECTLY, AND (3) THIRD-GRADERS MADE SIGNIFICANTLY MORE ERRORS TO RHYME WORDS THAN TO SEMANTICALLY RELATED WORDS WHILE THE SIXTH-GRADE CHILDREN MADE MORE ERRORS TO THE SEMANTIC THAN TO THE RHYME WORDS. THE AUTHOR FEELS THAT THESE RESULTS (1) MAY INDICATE THAT WORDS MAINTAIN THEIR SEPARATE IDENTITY AND CAN THUS BE CORRECTLY IDENTIFIED, (2) SUGGEST A PROCESS WHEREBY RELATED WORDS ARE GROUPED TOGETHER SO THAT AT THE PRESENTATION OF AN EXPERIMENTAL WORD THE CHILD MIGHT LINK IT WITH THE WORD TO WHICH IT IS RELATED AND WHICH WAS HEARD PREVIOUSLY IN THE LIST, AND (3) SUGGEST THAT DIFFERENT RELATIONSHIPS BETWEEN WORDS ARE USED FOR THE GROUPING OF WORDS AT DIFFERENT AGE LEVELS. THIS DOCUMENT COMPRISES A MASTER'S THESIS PRESENTED TO THE FACULTY OF CORNELL UNIVERSITY. (SEE RELATED DOCUMENT AL 000 833.) (DO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A