Meaningfulness (m̄) in children's verbal learning

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dc.contributor.authorMickelson, Norma I.en_US
dc.date.accessioned2024-08-14T22:51:21Z
dc.date.available2024-08-14T22:51:21Z
dc.date.copyright1967en_US
dc.date.issued1967
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe function of meaningfulness (m) in children's verbal learning was examined in this thesis. Subjects were 423 children, aged nine in the calendar year, 1967. A table of meaningfulness was constructed using Noble's production method for 120 nouns. In addition to meaningfulness, experimental control was exercised over the following variables: form class, list length, item length, frequency of occurrence in the lang­uage, specificity, initial alphabetic structure, concreteness­-abstractness, and inter-item associative strength. Four experimental paradigms were used: a free-learn­ing, free-recall paradigm in which a mixed list of high- and low-meaningfulness items was used as the learning task; a free-learning, free-recall paradigm in which separate lists of high- and low-meaningfulness verbal items were used; a paired-associates paradigm in which high-high- and low-low-­meaningfulness items were paired and learned in a trials-to­ criterion task; a serial-order paradigm in which separate lists of high- and low-meaningfulness verbal items were learned in a trials-to-criterion task. In each of the four experiments, meaningfulness (m) was found to have a facilitating effect on children's verbal learning beyond the .01 level of confidence. The experimental findings were discussed in terms of learning theory and in terms of their possible implications for further research in curriculum development and instruct­ion in elementary education.en
dc.format.extent131 pages
dc.identifier.urihttps://hdl.handle.net/1828/18982
dc.rightsAvailable to the World Wide Weben_US
dc.titleMeaningfulness (m̄) in children's verbal learningen_US
dc.typeThesisen_US

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