ERIC Number: ED082841
Record Type: Non-Journal
Publication Date: 1971-Jan
Reference Count: N/A
Syntactic Elaboration in the Learning and Reversal of Paired-Associates by Young Children. Research Report #7.
Turnure, James; And Others
Three studies were conducted to investigate the effects of extended syntactic elaboration conditions on paired-associate learning. Earlier studies have indicated that such conditions have facilitated paired-associate learning of retarded children. Study I involved 30 first grade children. As in previous studies, embedding stimuli to be associated in syntactic context, specifically, two-sentence paragraphs, facilitated acquisition and reversal of 4 paired-associates over a non-elaboration condition of labeling. Study II (with 36 first graders) demonstrated that two-sentence paragraph elaboration of two different types (semantic and syntactic) significantly facilitated paired-associate learning beyond that obtained by single sentence elaboration on an 8-pair list. No differences between the two types of paragraph elaboration with regard to acquisition and reversal were found nor were sex differences in performance evident. Study III explored developmental differences in relationships among verbal elaboration and non-elaboration conditions. Twenty four younger (3.8) and 24 older (4.9) nursery school children served as subjects. Data from all three studies were compared to findings of previous studies with retarded subjects. (DP)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.