This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2770 |
| Date | 05 1900 |
| Creators | Zanatta, Laraine Theresa |
| Contributors | Rosales-Ruiz, Jesus, Ala'i-Rosales, Shahla, Glenn, Sigrid S., 1939-, Hartman, David W. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Zanatta, Laraine Theresa, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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