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Changing relationship between recall performance and abilities as a function of stage of learning and timing of recall

Changing relationship between recall performance and abilities as a function of stage of learning... Administered a battery of 8 intelligence and memory-marker tests (e.g., Science Research Associates Primary Mental Abilities and Kit of Reference Tests for Cognitive Factors) to 34 male and 38 female undergraduates. Ss than were randomly assigned to 2 groups, 1 recalling immediately upon presentation of 30 pictorial stimuli, and the other after a delay of 30 sec. Definite differences were obtained in the correlational patterns involving recall performance and scores on intelligence and memory tests, both between experimental groups and stages of acquisition. Intelligence variables were good predictors of recall performance at later stages of acquisition under delayed recall, while under immediate recall, memory variables predicted recall performance best at early stages of acquisition. Results are discussed within the framework of cumulative learning models. Implications for the analysis of ability-learning interactions and the specification of learning components are presented. (28 ref.) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology American Psychological Association

Changing relationship between recall performance and abilities as a function of stage of learning and timing of recall

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References (21)

Publisher
American Psychological Association
Copyright
Copyright © 1973 American Psychological Association
ISSN
0022-0663
eISSN
1939-2176
DOI
10.1037/h0034383
Publisher site
See Article on Publisher Site

Abstract

Administered a battery of 8 intelligence and memory-marker tests (e.g., Science Research Associates Primary Mental Abilities and Kit of Reference Tests for Cognitive Factors) to 34 male and 38 female undergraduates. Ss than were randomly assigned to 2 groups, 1 recalling immediately upon presentation of 30 pictorial stimuli, and the other after a delay of 30 sec. Definite differences were obtained in the correlational patterns involving recall performance and scores on intelligence and memory tests, both between experimental groups and stages of acquisition. Intelligence variables were good predictors of recall performance at later stages of acquisition under delayed recall, while under immediate recall, memory variables predicted recall performance best at early stages of acquisition. Results are discussed within the framework of cumulative learning models. Implications for the analysis of ability-learning interactions and the specification of learning components are presented. (28 ref.)

Journal

Journal of Educational Psychology – American Psychological Association

Published: Apr 1, 1973

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