Verbal Memory in the Preschool Child

Foster, Josephine C.

doi:10.1080/08856559.1928.10532134

Cited by 9 publications

(18 citation statements)

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“…Shaw (65) found girls superior to boys from the third grade to college; Pyle (60) found the same true from 8 to 15 years of age. On the other hand Foster (23) found boys consistently superior in case of her group ranging from 2-7 to 4-9 years of age, and Dietze (18) found that in a large group in grades 7 to 12, when comparison was made by age groups, the boys did better. Pyle (60) found that the scores of boys increase up to 18 while those of girls increase up to only 15 years of age.…”

Section: Sexmentioning

confidence: 92%

“…Foster (23) read a number of stories repeatedly to small children. By the use of the method of hesitating for the child to supply the next word, she found that correct response depended little on the familiarity of the words, but considerably on the closeness of relationship between the last word read and the one requested.…”

Section: Form or Organization As The Basis Of Substance Learningmentioning

confidence: 99%

“…Greene (34) found that the upper quartile obtained their best scores after individual reading, while the lower quartile did best after lectures. With college students Garrett (26) obtained a coefficient of only .29 for logical memory vs. intelligence, but Foster (23) obtained a high correlation between M.A. and substance memory in young children.…”

Section: Relation Of Substance Memory To Other Variablesmentioning

confidence: 99%

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Logical learning and retention: a general review of experiments with meaningful verbal materials.

Welborn¹,

English²

1937

Psychological Bulletin

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Section: Sexmentioning

confidence: 92%

Section: Form or Organization As The Basis Of Substance Learningmentioning

confidence: 99%

Section: Relation Of Substance Memory To Other Variablesmentioning

confidence: 99%

See 1 more Smart Citation

Logical learning and retention: a general review of experiments with meaningful verbal materials.

Welborn¹,

English²

1937

Psychological Bulletin

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“…What is true of the number of repetitions, appears also to be true of their distribution and form. The experiments of Foster, 14 Austin, 2 and Welborn 12 indicate that certain spacings are better than others, but that the differences are much less marked than in meaningless material and in motor learning. The experiment of Gates" is evidence that the recitation method of memorizing is far more effective for the retention of meaningless than of meaningful material.…”

Section: Factorsmentioning

confidence: 98%

Meaning as a factor in learning.

Reed¹

1938

Journal of Educational Psychology

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The psychology of learning has been dominated by the concept of associationism, with its explanatory principle of contiguity, and by the concepts of animal learning with its explanatory principle of the conditioned reflex. Ebbinghaus, 11 who is the father of experimental investigations of learning as well of the higher thought processes, accepted the concepts of associationism and worked out his experiments on their foundation. For him learning was essentially an activity of memorizing descrete units of verbal material. The process of imprinting was repetition; and the combining principle, contiguity. Under his influence an immense impetus was given to the investigation of numerous quantitative factors influencing the learning and retaining of meaningless material, such as the number of readings, the number of units, the distribution of the readings in time, the distribution of the readings in space, order and position of the units, rhythmic presentation, rate of presentation, sensory mode, retroactive inhibition, proactive inhibition, length of interval between learning and relearning, organic state of the learner, attitude and motivation of the learner, physical and other environmental conditions, and age, sex and ability of the learner.Before these investigations had gone very far, similar problems began to be studied in motor learning in humans and in animals. The pioneer investigations of Bryan and Harter 8 and of Thorndike 38 gave a special impetus to the study of learning curves and of the numerous factors that influence their shape. In these studies the maze became the most important psychological instrument. It is the motor parallel of a row of nonsense syllables. It is meaningless, quantitatively variable, and a collection of descrete units. The learning of it requires the association of these units into a certain order, it iB mastered primarily by repetition, and the combining principle is contiguity. The maze, first used in animal experiments, is now used with almost equal frequency in problems of human learning. Like a row of nonsense syllables, it makes much of the learning process objectively observable, makes the control of variables and of experimental condi-• An address delivered before the Psychological Division of the A.A.A.8 .

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“…In a short-term memory experiment, but utilizing meaningful narratives, Foster (1928) presented 31 children aged 2-7 to 4-9 (above average IQ) with 10 daily repetitions of each of 9 stories in sequence. In this way 22 children learned 8 stories (of the 9) and 9 children, 3-4 stories.…”

Section: Verbal Memorymentioning

confidence: 99%

Cognitive learning in infancy and early childhood.

Fowler¹

1962

Psychological Bulletin

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Verbal Memory in the Preschool Child

Cited by 9 publications

References 0 publications

Logical learning and retention: a general review of experiments with meaningful verbal materials.

Logical learning and retention: a general review of experiments with meaningful verbal materials.

Meaning as a factor in learning.

Cognitive learning in infancy and early childhood.

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