Psychology ETDs
Publication Date
8-30-1971
Abstract
This study was designed to investigate developmental and cultural factors in children's ability to use imagery in learning and retaining specific paired-associate tasks.
256 Ss were studied, half of whom were drawn from a middle class Anglo population, the other half from a lower socioeconomic Spanish American population. Each socio-cultural sample was divided into four age groups: preschoolers (4 year olds), 1st graders, 3rd graders, and 5th graders. The Ss learned 4 paired-associate (PA) lists of 5 pairs each, in which the items were pictures (P) and orally presented words (W). The 4 lists consisted of the following S-R combinations of pairs: PP, PW, WP, and WW. Half the Ss were placed in a recall test condition during the learning trials and half in a recognition condition. This resulted in a 2 x 2 x 4 x 4 factorial design with one within variable. One week after the original learning trials Ss were retested in the same manner for 2 trials. A set of analyses of variance was used to analyze the data
Degree Name
Psychology
Level of Degree
Doctoral
Department Name
Psychology
First Committee Member (Chair)
Sidney Rosenblum
Second Committee Member
Richard Jerome Harris
Third Committee Member
Illegible
Fourth Committee Member
Karl Peter Koenig
Fifth Committee Member
Ralph David Norman
Language
English
Document Type
Dissertation
Recommended Citation
Calhoun, Jo Anne P.. "Developmental And Socio-Cultural Aspects Of Imagery In The Picture-Word Paired-Associate Learning Of Children.." (1971). https://digitalrepository.unm.edu/psy_etds/486
