Learning and remembering simple lesson content.

Type of content
Theses / Dissertations
Publisher's DOI/URI
Thesis discipline
Education
Degree name
Master of Arts
Publisher
University of Canterbury. School of Educational Studies and Human Development
Journal Title
Journal ISSN
Volume Title
Language
Date
1974
Authors
Oliver, Jeffrey Lewis
Abstract

The computation of residual recall scores was used to study the relationship between individual differences and the forgetting of lesson content over a 7 week retention interval. 14 different predictor measures were employed, and these were eventually reduced, by factorial and logical analysis, to 8 representative measures. When performance on the learning test had been taken into account, no other characteristics of the subjects were found to be related to recall performance on new items. Thus no relationship between individual differences and forgetting was indicated. Half of each subject’s learning test items were erpeated in the recall test, and analysis of these items indicated that taking the learning test had a differential effect on the recall of that particular items involved. For the 11 year old children in the sample, recall of the items in the learning test was a function of verbal intelligence and attitude to school. The relationship, which was significant but small, was additional to the relationshp between learning and recall performance. 133 children representing all the Form 1 children in 3 Christchurch primary schools participated in the study.

Description
Citation
Keywords
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
Rights
Copyright Jeffrey Lewis Oliver