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ERIC Number: ED085965
Record Type: RIE
Publication Date: 1973
Pages: 16
Abstractor: N/A
Reference Count: 0
The Effects of Age, IQ, and Sentence Mediation Strategy Training on Paired-Associates Learning. Studies in Learning Potential, Volume 3, Number 43.
Stein, Joan Lerner; Budoff, Milton
Compared were performances of 39 educable mentally retarded (EMR) Ss, mean chronological age (CA) 11 1/2 years, mean mental age (MA) 7 3/4 years; 25 fifth graders matched on CA; and 27 second graders matched on MA to determine whether children of different ages and IQ spontaneously demonstrate learning strategies after repeated practice with paired associated tasks or apply mediational strategy as a result of training. In phase I the Ss named 18 picture pairs appearing on a screen, then named missing pictures during four trials (scoring was on the basis of correct responses per trial). In phase II, two groups were developed by comparing the Ss' performances on the last pretest trial, ranking the Ss within each group, and assigning the Ss randomly to the training or practice condition. During four trials training condition Ss used a memory "trick" (such as remembering "hook" and "glove" with a sentence "the glove got caught on the hook"). The practice condition Ss simulated the pretest phase pattern during the four trials. In phase III, a posttest two weeks later, all Ss were tested with the pretest pattern for four trials. Results showed that the performance of the EMR Ss was poorest, performance of MA controls was intermediary, and performance of CA controls was best; that for the practice condition all groups improved across trials though the relative position of the groups remained constant; and that for the training condition the three groups maintained the relative positions though all groups improved during training and declined on the posttest. Subsequent reminder of the "trick" during a posttraining phase produced marked improvement across groups. (MC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Mental Health (DHEW), Bethesda, MD.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.
Note: Paper presented at a meeting of the Society for Research in Child Development, Philadelphia, March 1973