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ERIC Number: ED057403
Record Type: RIE
Publication Date: 1971-Jun
Pages: 28
Abstractor: N/A
Reference Count: 0
Individual Differences in the Orienting Response and Arousal as Factors in the Short- and Long-Term Retention of Children in Grades K-4. Report from the Project on Motivation and Individual Differences in Learning Retention.
Manske, Mary E.; Farley, Frank H.
The present experiment tested the hypothesis that learning under conditions of high arousal should lead to stronger permanent memory and weaker immediate memory than learning under conditions of low arousal. When digital vasoconstriction was used as the measure of arousal, the results confirmed the hypothesis. Learning under high and low arousal defined by digital vasoconstriction revealed a significant interaction (p < .05) between arousal level and time of recall. At immediate retention, low arousal learning was superior to high arousal learning but at long-term retention this relationship was reversed. However, arousal level as defined by heart rate change, showed no significant interaction with retention. Orienting response level showed a complex interaction with recall interval, sex, and grade (p < .05). Although most groups showed classical forgetting over 24 hours, Second Grade Medium Orienting males and Fourth Grade High Orienting males and Medium Orienting females demonstrated marked resistance to forgetting. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.