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ERIC Number: ED151740
Record Type: RIE
Publication Date: 1971-Sep
Pages: 47
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Elaboration and Reading Achievement as Factors in Children's Learning of Text Materials. Technical Report No. 180.
Kaplan, Sandra Anderson
A study was conducted to investigate the facilitation of learning word pairs (paired associate learning) using connected text rather than the unrelated, simple sentences of previous research. Each of 64 fifth graders, classified as either a high or a low reading achiever, was assigned to one of four presentation conditions: (1) hear sentences/read sentences with instructions to learn about the story, (2) hear sentences/read sentences with instructions to learn pairs of underlined words, (3) hear sentences/read word pairs with instructions to learn about the pairs, and (4) hear pairs/read pairs with instructions to learn about the pairs. In all conditions except the fourth, elaboration (the addition of auxiliary description to aid in learning) was demonstrated to students. Analysis of the results indicated that, for the high reading achievers, learning was facilitated most by condition three (hear sentences/read word pairs), while the low achievers performed best under conditions two (hear sentences/read sentences) and three (hear sentences/read word pairs). The results demonstrate the importance of achievement level to paired associate learning and suggest the application of elaboration research findings to school learning. (GW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Project on Variables and Process in Cognitive Learning