ERIC Number: ED080140
Record Type: RIE
Publication Date: 1972-Sep-22
Reference Count: 0
The Effects of a Superordinate Context on the Learning and Retention of Facts: A Replication and Extension of Gagne and Weigand (1970).
Cunningham, Donald J.; And Others
A study was conducted to explore the developmental differences in utilizing a superordinate context during learning and to examine the stability of the advantage of a superordinate context at retention across grade level. Ss were 98 students from third and fifth grade classes, who were divided approximately evenly by sex. A 2 x 2 x 2 factorial design was used; factors one and two were learning and retention treatments; factor three was grade level. Ss were tested on retention, recognition, and recall. Contrary to previous findings, results showed that the condition most conducive to learning was topic sentence present at learning, absent at recall. Reasons for the disparity in findings are discussed. (CK)
Descriptors: Age Differences, Elementary School Students, Learning, Learning Processes, Recall (Psychology), Recognition, Research Reports, Retention (Psychology)
Director, Institute for Child Study, Indiana University, By Pass 46, Bloomington, Indiana 47401 (Institute Report #101)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington. Inst. for Child Study.