ERIC Number: ED092977
Record Type: Non-Journal
Publication Date: 1973-Oct
Reference Count: N/A
Pronunciation Effects in Verbal Discrimination Learning.
Wilder, Larry; And Others
Previous research has found that spoken rehearsal is superior to silent rehearsal during verbal discrimination learning. The frequency theory posits that verbal discrimination (VD) learning improves as the frequency differential between the correct and incorrect member of each pair increases. Erlebacher, Hill, and Wallace (1967) tested this hypothesis by administering a recognition memory test immediately following a VD task and found that subjects correctly identified more previously correct than incorrect VD items. The present experiments of the frequency theory were replicated in a manner similar to that of Erlebacher. A total of 80 paid college students (40 subjects in each experiment) were used. The stimuli consisted of 100 low frequency words from the Thorndike-Lorge tables; 50 of these words were randomly selected for a VD list. The results of the experiment clearly support the frequency theory prediction that pronunciation during informative feedback increases the differential between the correct and incorrect member of the VD pair, although it is unclear how this occurs. (RB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.