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ERIC Number: ED264293
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 95
Abstractor: N/A
Reference Count: N/A
The Effects of Intellectual Functioning and Mediation on Conceptual Learning for Black College Students.
Thomas, Felicia
This investigation examined the effects of mediation and Intelligence Quotient (IQ) scores on conceptual learning for black college students. It was predicted that higher IQ scoring subjects would not outperform lower IQ scoring subjects under nonmediated learning conditions but would significantly outperform lower IQ scoring subjects under mediated learning conditions. Sixty subjects learned one of two paired-associate lists and a concept list. Mediation and nonmediation scores were derived for each subject based on performances of previously learned paired-associate word lists. At the conclusion of the concept list, the Vocabulary test of the Wechsler Adult Intelligence Test was administered, followed by a Family Background Questionnaire to ascertain the socioeconomic status of the participants. Separate Scheffe Multiple Comparisons were performed on the two concepts employed (white and soft). The findings indicate that when "soft" was the concept investigated, both the highest and lowest scoring groups profited from the mediation condition; but only the highest scoring group utilized the mediation condition to sufficiently and significantly improve performance over nonmediation. Analyses derived from "white" did not indicate a significant main effect of either IQ score or condition. In fact, there was reversal of the phenomena found for "soft." (PN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Adult Intelligence Scale