Cues Associated with Recognition of Aural Stimuli in the Primary Grades [electronic resource] / Janet B. Kuenne and Joanna P. Williams.
A study was conducted to investigate a series of hypothesized cues used in recognizing aural stimuli (Nonsense syllable trigrams) by adapting to the oral mode an experimental technique used successfully in visual word recognition studies. Three classes of cues were studied: (1) a cue for position, (...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1972.
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MARC
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| 099 | |f ERIC DOC # |a ED065187 | ||
| 100 | 1 | |a Kuenne, Janet B. | |
| 245 | 1 | 0 | |a Cues Associated with Recognition of Aural Stimuli in the Primary Grades |h [electronic resource] / |c Janet B. Kuenne and Joanna P. Williams. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1972. | ||
| 300 | |a 4 p. | ||
| 500 | |a ERIC Document Number: ED065187. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, Illinois, April 3-7, 1972). |5 ericd. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 520 | |a A study was conducted to investigate a series of hypothesized cues used in recognizing aural stimuli (Nonsense syllable trigrams) by adapting to the oral mode an experimental technique used successfully in visual word recognition studies. Three classes of cues were studied: (1) a cue for position, (2) a cur for the of cues were studied: (1) a cue for position, (2) a cue for the unit of recognition, and (3) a reversal cue. A tape-recorded test was presented to kindergarten, first-grade, and second-grade subjects. Each subject was offered an opportunity to make a series of 30 auditory matches on the basis of five cues: (1) a consonant in the initial position, (2) a consonant followed by a vowel in the initial position, (3) a consonant in the final position, (4) a consonant preceded by a vowel in the final position, and (5) a reversal. It was found that: (1) Children in visually discriminating between two similar looking words of one syllable tend to use the initial grapheme; (2) In aurally discriminating between two similar sounding one-syllable words, children tend to use the final segment or rhyme; (3) The first unit of recognition used visually is the single letter segment; and (4) The unit of recognition used aurally is a two phoneme segment made up of a vowel and consonant combination. (CK) | ||
| 650 | 0 | 7 | |a Auditory Discrimination. |2 ericd. |
| 650 | 1 | 7 | |a Auditory Stimuli. |2 ericd. |
| 650 | 0 | 7 | |a Consonants. |2 ericd. |
| 650 | 1 | 7 | |a Cues. |2 ericd. |
| 650 | 0 | 7 | |a Kindergarten Children. |2 ericd. |
| 650 | 1 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Tape Recordings. |2 ericd. |
| 650 | 0 | 7 | |a Tests. |2 ericd. |
| 650 | 1 | 7 | |a Visual Discrimination. |2 ericd. |
| 650 | 0 | 7 | |a Vowels. |2 ericd. |
| 650 | 1 | 7 | |a Word Recognition. |2 ericd. |
| 700 | 1 | |a Williams, Joanna P. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED065187.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED065187 |h Other scheme |i web |n 1 |