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ERIC Number: ED085771
Record Type: RIE
Publication Date: 1973
Pages: 13
Abstractor: N/A
Reference Count: 0
Effects of Verbalization and Age on Discrimination Learning and Transposition.
Wheeler, Christopher G.
The ability of 120 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform discrimination learning and subsequent transposition tasks was observed utilizing three experimental conditions (overt-verbal, covert-verbal, and control). The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will reach criterion faster in the discrimination learning task and will also be more successful in his attempts to transpose. With regard to transposition specifically, it was found that overt-verbal learning was significantly more effective than covert-verbal learning, and that the covert-verbal condition yielded significantly higher scores than did the control (non-forced) condition. These results point to the effectiveness of verbal mediation in the transfer of learning. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Unpublished paper based on dissertation completed at the University of Iowa