ERIC Number: ED105445
Record Type: RIE
Publication Date: 1975-Jan
Reference Count: 0
Transfer in Children's Paired-Associate Learning as a Function of Levels of Meaning; Report from the Project on Children's Learning and Development. Technical Report No. 313.
Horvitz, James Mark
This study was designed to assess whether negative transfer in children's paired-associate learning could be reduced by changing the levels of meaning at which stimuli were encoded on the two lists. It was hypothesized that changes in meaning levels from a first to a second list would result in less interference than conditions where stimuli remained at constant levels of meaning over lists. Another facet of the study was designed to test the encoding variability hypothesis with children, which suggested that less meaningful stimuli would be subject to less interference. Three separate experiments were conducted as part of this study. The hypotheses were not confirmed by the experiments. The results were discussed in terms of possible characteristics of the learners and the stimuli that may have contributed to the nonsignificant findings. Fourth graders may have been labeling stimuli spontaneously, and the stimuli may not have retained the same level of meaning after repeated trials. (Author/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.