ERIC Number: ED062319
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
A Series of Experiments Concerning the Relationship between Learning and the Structural Importance of Linguistic Subunits. Final Report.
Johnson, Ronald E.
A series of seven experiments provided information on the relationship between the learning of prose and the structural importance of the linguistic subunits. Five samples of prose, including narrative folktales and two samples of textual prose, were studied to determine whether the patterning of learning corresponded to the structural importance of the respective verbal units. In this series, an objective method was devised for dividing complex verbal materials into linguistic subunits possessing psychological significance. The learners in Experiments I and II attempted a single verbatim reproduction of a narrative folktale either immediately after reading the folktale or after a seven-day retention interval. Two textual selections were studied in Experiments III and IV and their structural importance rated. Experiment V was conducted to determine whether the relationship between structural importance and recall resulted from learners adopting a learning strategy in which more learning time was allocated to more important units. In Experiments VI and VII, a determination was made of the role of structural importance in the serial learning of linguistic subunits. From a methodological viewpoint, two of the techniques used possess the potential of having wide applicability to the analysis of text. These are: (1) the technique of segmenting prose according to locations of pausal acceptability, and (2) the technique whereby linguistic subunits within a prose passage may be hierarchically ordered. (Author/CK)
Descriptors: College Students, Comparative Analysis, Experiments, Fiction, Language Research, Learning Activities, Learning Processes, Linguistics, Methods, Organization, Poetry, Prose, Psychological Patterns, Retention (Psychology), Serial Learning, Structural Analysis, Textual Criticism, Verbal Communication, Verbal Learning
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Purdue Univ., Lafayette, IN.