ERIC Number: ED062463
Record Type: RIE
Publication Date: 1971-Jan
Reference Count: 0
Emotional Factors in the Learning and Nonspecific Transfer of White and Black Students.
Rychlak, Joseph F.
This research contrasts the learning effects of an affective dimension of meaningfulness with the word-quality of consonant-vowel-consonant trigrams. Subject rated trigrams for both "association value"--having word-quality versus lacking word-quality--and "reinforcement value"--liking versus disliking the trigram regardless of word quality. Paired associates lists were then constructed in which association value and reinforcement value were counterbalanced. Subjects learned two different lists. Experiment I established that the order of positive transfer across lists (best to poorest improvement) was as follows: dislike to liked, like to liked, disliked to disliked, and liked to disliked. Association value meaningfulness failed to produce interlist effects. Experiment II found that the left-hand member of a paired-associate contributed more to nonspecific transfer than the right-hand member. Experiment III found that the learning style of whites is relatively more along an association value than a response value dimension, whereas blacks reflected the opposite tendency. It was concluded that (1) affective factors play a greater role than hitherto acknowledged in theories of human verbal learning and (2) blacks may be socio-culturally different in style of learning than whites, thereby contributing to much of the confusion regarding relative capacity between races. (Author/JM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Purdue Research Foundation, Lafayette, IN.