Developmental Differences in Using a Superordinate Context for the Learning and Retention of Facts.

Cunningham, Donald J.; And Others

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Peer reviewed

ERIC Number: EJ110639

Record Type: CIJE

Publication Date: 1974

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Developmental Differences in Using a Superordinate Context for the Learning and Retention of Facts

Cunningham, Donald J.; And Others

Journal of Reading Behavior, 6, 3, 225-32, Sep 74

Confirms the hypothesis that meaningful verbal instruction will be most efficient when it proceeds from the general to the specific, from the superordinate to the subordinate. (RB)

Descriptors: Cognitive Development, Educational Research, Elementary Education, Elementary School Students, Learning Processes, Retention (Psychology), Teaching Methods, Verbal Learning

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