ERIC Number: ED035059
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Prompting and Cues in Verbal Learning. Final Report.
Sidowski, Joseph B.
The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three experiments were designed to investigate the contributing effects of practice time to superiority of response prompting over confirmation in paired-associate learning. Experiment Six duplicated One and Two except that the first letter cues were provided both during the learning and recall sessions. Experiment Seven investigated the influence of mode of stimulus presentation, partial stimulus support, and length of item on short term memory. Although the facilitating effects of the prompting technique have received a great deal of attention, Experiments Three, Four and Five indicate that the advantage is primarily due to the additional practice time available with this method. In a second paper, subjects in two experiments learned lists of paired associates with or without prompting on first letter cues. In a third paper three experiments investigated the contributing effects of practice time to the reported superiority of response prompting over confirmation in paired associate learning. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: San Diego State Coll., CA.