ERIC Number: ED207498
Record Type: RIE
Publication Date: 1981-Apr
Research in Progress: Toward a Procedure to Identify the Spontaneous Memory Strategies of Children.
Hannafin, Michael J.; Carey, James O.
Third and fourth grade students were administered a learning strategy screening in an attempt to determine: (1) their ability to describe individual learning strategies used to remember presented words, (2) the classifiability of student learning strategy descriptions as primarily visual or verbal, (3) the feasibility of using multiple student learning strategy descriptions to establish the dominance of either verbal or visual strategies, and (4) the effects of different learning strategies and visual-versus-verbal presentations on abstract and concrete prose learning. Three generic responses for visual strategies and three generic responses for verbal strategies were derived from open ended student responses. The results suggested that high achieving students demonstrated a better facility to describe their strategies than low achieving students; however, among students whose responses were readily classified as visual or verbal, no significant differences in achievement were found. Learning strategy, as defined in this study, was not found to be a significant factor by itself or in moderating the effectiveness of either visual or verbal prose presentations. However, individual learning strategy as an actively cultivated skill may produce effects that are not apparent when approached as a passive learner trait. Thirteen references are listed. (Author/LLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Philadelphia, PA, April 6-10, 1981). Not available separately: see IR 009 554.