ERIC Number: ED062000
Record Type: Non-Journal
Publication Date: 1971-Oct
Reference Count: N/A
Spoken Rehearsal and Verbal Discrimination Learning.
The frequency theory of verbal discrimination learning makes no distinction between silent and spoken rehearsal. Further, the frequency theory predicts that the study-test method of list presentation is superior to the anticipation method. College students, performing under silent and spoken rehearsal conditions, learned 16 low-frequency word-pairs with the anticipation or the study-test method. It was found that spoken rehearsal was superior to silent rehearsal, and that method of presentation was not significant. However, in the spoken rehearsal conditions, a trend toward the predicted differences between the two presentation methods was observed. It was suggested that these findings indicate that spoken rehearsal insures the rehearsal of the correct response, and that silent rehearsers probably do not silently pronounce the correct response to themselves. Implications for the role of spoken rehearsal in verbal discrimination learning were discussed. (For related document, see PS 005 425.) (Author)
Descriptors: Analysis of Variance, Articulation (Speech), Cognitive Processes, College Students, Comparative Analysis, Discrimination Learning, Educational Psychology, Learning Processes, Nonverbal Learning, Recall (Psychology), Research, Review (Reexamination), Task Performance, Verbal Communication, Verbal Learning, Word Lists
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.