ERIC Number: ED073484
Record Type: RIE
Publication Date: 1972-Nov
Reference Count: 0
Children's Learning from Discourse: Word Arousal and Spread-of-Arousal Effects in Short- and Long-Term Retention. Technical Report No. 242.
Farley, Frank H.; Schmuller, Joseph
The effects on short- and long-term recall of words varying in arousal value inserted into prose were studied in 720 fifth-grade children. A 2 x 2 x 2 x 3 design was used consisting of two levels of word arousal value (high and low), two retention intervals (immediate and one week), two directions of the to-be-recalled words from the inserted arousal words (preceding or following the arousal words), and three distances of the to-be-recalled words from the inserted arousal words (one, three, or five words distant). Results were analyzed according to three error types: extralist, intralist, and omissions. No main effect of arousal or interaction with retention interval was obtained. The extralist error analysis revealed that high-arousal words significantly facilitated performance in a forward direction and inhibited or impaired it in a backward direction relative to the effects of the low-arousal words, which inhibited or impaired performance in a forward direction and facilitated it in a backward direction. The direction of this interaction was the same, though not significant, for the omission errors. Intralist errors were so low as to make consideration of them of dubious value. (Author/DI)
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.