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ERIC Number: ED067608
Record Type: RIE
Publication Date: 1972-Sep
Pages: 50
Abstractor: N/A
Reference Count: 0
Short- and Long-Term Effects of Experimenter-Imposed and Subject-Generated Sentence and Image Mediators on Paired-Associate Learning in Children.
Kerst, Stephen
A paired-associate learning task, with labeled pictures as stimuli and responses, was administered to a sample of fourth and fifth grade children. Sentence and imagery mediators which linked the stimulus and response terms were either provided by the experimenter or generated by the children themselves under instructions from the experimenter. Children were tested by the recognition method after each of two study trials (study-test method). In addition, they were tested after an interval of one week to assess the long term effects of the treatments. It was found that both experimenter-imposed and subject-generated sentence and image mediators improved performance at acquisition, and that these effects persisted when subjects were tested again one week later. Moreover, children who had been instructed to generate their own mediators transferred this strategy without further instruction to a new list given during the second session a week later. To evaluate the importance of mediator recall to response recognition, children in imposed mediator conditions were asked to recall the provided mediators after they had been retested (during the second session) for recognition of all responses. The proposition that recall of the mediator was a necessary but not sufficient condition for the occurrence of the facilitative experimental effects was essentially supported. (WS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Technical Report 233