Picture-Word Differences in Discrimination Learning [electronic resource] : I. Apparent Frequency Manipulations / Joel R. Levin and Others.
This experiment was a direct test of the hypothesis that picture-word differences in discrimination learning are a function of apparent frequency differences associated with two types of material. The subjects consisted of 80 sixth graders randomly selected from two elementary schools located in mid...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 099 | |f ERIC DOC # |a ED092905 | ||
| 100 | 1 | |a Levin, Joel R. | |
| 245 | 1 | 0 | |a Picture-Word Differences in Discrimination Learning |h [electronic resource] : |b I. Apparent Frequency Manipulations / |c Joel R. Levin and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED092905. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NE-C-00-3-0065. |5 ericd. | ||
| 500 | |a ERIC Note: Report from the Research Component "Children's Learning and Development". |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 520 | |a This experiment was a direct test of the hypothesis that picture-word differences in discrimination learning are a function of apparent frequency differences associated with two types of material. The subjects consisted of 80 sixth graders randomly selected from two elementary schools located in middle-class neighborhoods. Each subject was tested individually by the experimenter, who presented either a pair of pictures or words which differed either substantially or minimally in apparent frequency measures. Each pair was shown for three seconds and then the same pair was immediately shown again for three seconds with the correct member indicated by an asterisk placed below it. The results indicated that while the usual pricture-over-word effect was found when picture-word apparent frequency differences were large, it vanished when pictures and words were equated in terms of apparent frequency. (WR) | ||
| 650 | 1 | 7 | |a Discrimination Learning. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 1 | 7 | |a Learning. |2 ericd. |
| 650 | 0 | 7 | |a Pictorial Stimuli. |2 ericd. |
| 650 | 0 | 7 | |a Reading. |2 ericd. |
| 650 | 1 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Visual Discrimination. |2 ericd. |
| 650 | 0 | 7 | |a Word Recognition. |2 ericd. |
| 710 | 2 | |a Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED092905.pdf |z Full Text (via ERIC) |
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