ERIC Number: ED116158
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Picture-Word Differences in Discrimination Learning: II. Effects of Conceptual Categories.
Bourne, Lyle E., Jr.; And Others
A well established finding in the discrimination learning literature is that pictures are learned more rapidly than their associated verbal labels. It was hypothesized in this study that the usual superiority of pictures over words in a discrimination list containing same-instance repetitions would disappear in a discrimination list containing different-instance repetitions. The subjects were 120 volunteer college students, ranging in age from sixteen to twenty-four years, who were paid for their participation. Consistent with data obtained in an earlier frequency judgment experiment, and as would be predicted from the frequency theory of discrimination learning, the picture-word differences that were observed under the standard version of the task disappeared when the conceptual version was administered. (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.