Abstract
Noun-pair learning in twelfth-graders from similar socioeconomic backgrounds was assessed as a function of ethnicity (Mexican- vs. Anglo-American), IQ (low vs. average), and instructional conditions (control vs. instructed). Neither the main effect for ethnicity nor any of its interactions was significant. The main effect for IQ however, was significant such that average IQ learners recalled more noun pairs than low IQ learners. Furthermore, learners instructed to generate sentences performed significantly better than learners in the control condition. The interaction of lQ and instructions revealed that the difference between the instructed and control groups was signifinantly greater for low IQ learners than for average IQ learners.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
