Special Education ETDs

Publication Date

5-8-1973

Abstract

The purpose of this study was to determine the effects of three-dimensional stimuli versus two-dimensional stimuli in a serial positions task on the short-term memory of elementary school children with low intelligence. The specific hypothesis was that elementary school children with low intelligence would have greater short-term memory response accuracy on a serial positions task with three-dimensional objects than with two-dimensional objects. Fourteen fourth, fifth, and sixth graders whose IQ scores ranged from 60 to 85 were selected from regular classrooms in a middle income area in Albuquerque, New Mexico. Each subject was given the serial positions task with the two-dimensional objects and the task with the three-dimensional objects. Half received the two-dimensional objects first and half received the three-dimensional objects first. The two-dimensional objects were pictures and the three-dimensional objects first. The two-dimensional objects were pictures and the three-dimensional were the actual items that were pictured. Five of the stimulus items were shown to the subject in succession and then turned facedown or covered with small boxes. The subject was then asked to find the item that looked like the duplicate stimulus item presented by the experimenter. Results of this study indicated that elementary school children with low intelligence did better on a serial positions task when the stimulus items were three-dimensional than when the stimulus items were two-dimensional. A correlated t test showed the results to be significant at the .01 level.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Billy Leslie Watson

Second Committee Member

Daniel Bruce Berch

Third Committee Member

Glenn Van Etten

Download

Share

COinS