ERIC Number: ED049000
Record Type: RIE
Publication Date: 1970-Dec
The Effects of Verbalization on the Learning of Paired Associates.
Lane, Joseph Manning, Jr.
The effects of three types of pretraining in the use of syntactical verbal mediators on subsequent paired-associate performance were investigated. Subjects were 40 Negro and 40 white first graders randomly assigned to one of four groups. Condition 1 consisted of pretraining in both "mediation" instruction (experimenter gave subjects a sentence with pairs) and of "induced mediation" instruction (subjects made up sentences with pairs). Condition 2 consisted of "mediation" pretraining, Condition 3 of "induced mediation" pretraining, and Condition 4 of no pretraining. All subjects were given a paired-associate task with no instructions. Significant condition and treatment effects were found for combined groups such that provision of mediators and induced mediators resulted in superior performances compared to controls. While white first graders were superior to Negro first graders under conditions of "no mediation" or "induced mediation" instructions, there were no significant differences under "mediation" and "mediation plus induced mediation" conditions. No significant differences appeared between groups under the three treatments. It was concluded that while Negro first graders were deficient in the production of effective mediators, they were not deficient in the use of mediators given their production. Tables and references are included. (Author/MS)
Descriptors: Black Youth, Disadvantaged Youth, Grade 1, Language Research, Mediation Theory, Paired Associate Learning, Sentences, Syntax, Training, Verbal Ability, Verbal Learning
Twentieth Yearbook of the National Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233 (In press)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970