ACQUISITION AND TRANSFER DIFFERENCES BETWEEN KINDERGARTENERS AND SECOND-GRADERS ON AURALLY AND VISUALLY PRESENTED PAIRED-ASSOCIATES USING AN A-B A-C DESIGN

被引：3

作者：

HALL, VC

机构：

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 1969年 / 7卷 / 03期

关键词：

D O I：

10.1016/0022-0965(69)90002-2

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Kindergarten and second-grade children were trained in an A-B, A-C paired-associate task using five pairs and two modes (aural and visual) of presentation. It was found that, contrary to expectations, acquisition on the first list was significantly faster for the visual mode. In addition, both Kindergarteners and Second-graders exhibited significant negative transfer. © 1969.

引用

收藏

页码：400 / &

相关论文

共 12 条

[1]

BOX GEP, 1953, BIOMETRIKA, V40, P318, DOI 10.1093/biomet/40.3-4.318

[2] AUDITORY AND VISUAL LEARNING IN PRIMARY GRADE CHILDREN [J].

BUDOFF, M ;

QUINLAN, D .

CHILD DEVELOPMENT, 1964, 35 (02) :583-586

[3] READING PROGRESS AS RELATED TO EFFICIENCY OF VISUAL AND AURAL LEARNING IN THE PRIMARY GRADES [J].

BUDOFF, M ;

QUINLAN, D .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1964, 55 (05) :247-252

[4] SYNTACTICAL MEDIATION OF SERIAL AND PAIRED-ASSOCIATE LEARNING AS A FUNCTION OF AGE [J].

JENSEN, AR ;

ROHWER, WD .

CHILD DEVELOPMENT, 1965, 36 (02) :601-608

[5] AGE, INTERFERENCE, AND FORGETTING [J].

KOPPENAAL, RJ ;

KRULL, A ;

KATZ, H .

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 1964, 1 (04) :360-375

[6]

LIPSITT LP, 1965, ADVANCES CHILD DE ED

[7] EFFECTS OF AGE AND OVERLEARNING IN AN A-B A-C DESIGN USING HIGH- AND LOW-H VALUE [J].

LOOMIS, DJ ;

HALL, VC .

JOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR, 1968, 7 (01) :182-&

[8] AN ANALYSIS OF SOME FACTORS UNDERLYING INTRALIST ASSOCIATIVE TRANSFER IN PAIRED-ASSOCIATE LEARNING [J].

MCCULLERS, JC .

JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 1963, 65 (02) :163-&

[9]

MCGEOCH JA, 1952, PSYCHOLOGY HUMAN LEA

[10] THE ACQUISITION AND RETENTION OF PAIRED ASSOCIATES BY GOOD, AVERAGE, AND POOR READERS [J].

OTTO, W .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1961, 52 (05) :241-248