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ERIC Number: ED061101
Record Type: RIE
Publication Date: 1972-Apr
Pages: 46
Abstractor: N/A
Reference Count: 0
Information Processed by Negro and Caucasian Children Engaged in Problem-Solving Tasks.
Felen, Barbara K.
The memory model, based on information theory proposed by Moser (see SE 013 578), was used to compare the cognitive processing patterns of second and eighth grade Negro and Caucasian students in solving the "parallel circuits" problem. (Connecting two light bulbs and a dry cell so that when both bulbs light, one bulb can be unscrewed, leaving the other lit.) Fifteen male and fifteen female students of each race were randomly selected from each grade level. After the problem was verbally explained, the sequence of connections made by each student was coded. The data processed by successful and unsuccessful students of each race and sex were analyzed separately in terms of Moser's model. Contingency table analyses, t-tests and regression analyses of the parameters of the model were made. All successful students processed most of the information in the short-term memory and showed more long-term memory retrieval than unsuccessful students. The relative number of successful solutions did not differ with respect to race or sex. The information flow patterns found in this study were similar to other examples of problem solving analyzed in terms of the Moser model and were characterized by high noise levels in the information channels. Full data for the calculated "information values" are appended. A glossary containing information theory terms and definitions of the model parameters is also appended. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Assn for Research in Science Teaching
Note: Presented at the National Association for Research in Science Teaching, Chicago, Illinois, April 1972