ERIC Number: ED073481
Record Type: RIE
Publication Date: 1972-Aug
Reference Count: 0
The Effects of Pre- and Post-Choice Verbalization Instructions on Discrimination Learning in Young Children. Technical Report.
Wilder, Larry; Norton, Richard W.
A total of 48 fifth-grade and 30 nursery-school subjects were administered picture pairs in a discrimination learning experiment. In addition to a control group, one group of subjects (pre-choice) was instructed to pronounce both items before choosing one, and another group (post-choice) was told to say both items after choosing one. The anticipation method was used, and the results indicated that there were no differences among the three conditions within either age group. The nature of the stimulus materials and the fact that control subjects pronounced their choice were discussed as possible factors contributing to the lack of differences. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Research and Development Centers Branch.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Speech and Cognitive Processes in Concept Learning Element of Program 1: Variables and Processes of Learning and Instruction