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ERIC Number: ED053917
Record Type: RIE
Publication Date: 1969
Pages: 68
Abstractor: N/A
Reference Count: N/A
The Effects of Syntax and Vocabulary upon the Difficulty of Verbal Arithmetic Problems with Fourth Grade Students.
Linville, William Jerome
Reported are the results of an investigation of the effects of syntax and vocabulary difficulty on the problem solving ability of children. Four tests of verbal arithmetic problems are prepared with either easy or difficult syntax and either easy or difficult vocabulary. Easy syntax was defined as being as nearly a kernel sentence as possible, while the difficult syntax sentences contained a subordinating clause. The vocabulary was judged easy if at least 70 per cent of the words were found in the Thorndike and Lorge listing of the first 1,000 words. The vocabulary was judged difficult if at most 30 per cent of the words were found in the listing. The same computational operations were used in all four tests. The tests were administered to 408 fourth grade students selected randomly from 12 elementary schools. From the results, the following differences were found to be significant: (1) scores on easy vocabulary test items were better than difficult vocabulary test items; (2) scores on easy syntax test items were better than difficult syntax test items; (3) scores of high intelligence children were better than scores of low intelligence children; and (4) scores of high reading achievers were better than scores of low reading achievers. There were no significant interactions among the variables. (RS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-7957 M-$3.00 X-$3.80)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. dissertation, Indiana University