The Influence of Verbalization of Discovered Numerical- or Sorting-Task Generalizations on Short-Term Retention in Connection with the Hendrix Hypothesis

Abstract

Experimentation dealing with the influence of verbalizing a discovered generalization on retention of the ability to use the generalization has not given consistent results. The reported study sought information on whether the effects of 5 verbalizing methods (subject speaks, reads, writes, listens, or does not verbalize) were different on short-term retention of the ability to use discovered generalizations. During individual interviews, 50 college subjects gave evidence of having formed generalizations on 5 numerical or sorting tasks by giving successive correct responses, and then verbalized their discoveries according to one of the verbalizing methods. A retention test consisting of items amenable to the generalizations was administered 10 minutes later. Analyses of retention-test scores indicated no significant differences among the effects of the verbalizing methods, between effects of modes of verbalizing (oral, written), or between effects of sources of verbalizing (subject, external source).