Influence of interitem interval in the learning of connected discourse.

Abstract

DOCUMENT RESUME 214 TE 001 951 King, David J. The Influence of Inter-Item Interval on the Learning of Connected Discourse. Final Report. State Univ. of New York, Oswego. Coll. at Oswego. Office of Education (DHEW) , Washington, D.C. Bureau of Research. BR-8-E-065 Apr 70 OEG-0-8-0800653720 47p. EDRS Price MF-$0.25 BC-42.45 *Connected Discourse, Discourse Analysis, Interval Pacing, *Intervals, Item Analysis, Learning, Learning Processes, *Recall (Psychological) , *Time Factors (Learning), *Verbal Learning This research evaluated the total-time hypothesis for the learning of connected discourse--that in verbal learning fixed amou.tit of time is necessary to learn a fixed amount of material regardless of the number of individual trials into which that time is divided. Learning material consisted of two sets of connected discourse for each of the seven lengths examined--10, 15, 20, 25, 30, 35, and 40 words-in-length. For all 14 passages, each word was typed on a radio-mat slide in preparation for projector presentation with an exposure interval for each word of .5 seconds. The subjects, introductory psychology students assigned to individual treatment on a random basis (except for sex, numerical, and inter-item balance) , were presented with the learning material after a brief explanation. Basic learning data were scored in four ways: the number of trials to criterion, the number of words recalled (not necessarily correctly) on each trial, the number of three-word sequences identical with tho original recalled on each trial, and the number of intrusions in each recall of each subject. Results of the research rejected the total-time hypothesis. (Lengthy appendices contain the learning material and data on the number of trials to criterion, followed by the quantitative and organizational factors, and the results for intrusions.) (JMC) U.S. DEPARTMENT OF HEALTH, EDUCATION d WELFARE OFFICE OF EDUCATION CO THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE CY PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS CO STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL REPORT CD