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- W2058515087 abstract "54 children aged between 6.9 and 7.3 were required to produce sentences linking the stimulus and response words of 8 pairs of items presented pictorially prior to learning the pairs by the method of anticipation. Children who had participated in a language development program produced more different verbs linking the stimulus and response items and took fewer trials to criterion than did either of 2 groups of control children. Performance on a test of verbal ability administered at the onset of the language program was not related to the number of different verbs produced but was related to the learning measure. A significant negative correlation was found between trials to criterion and number of different verbs produced. Some recent studies of verbal learning in children have indicated that performance on a serial-learning task is a more sensitive index of basic learning ability than is performance on a paired-associate learning task (Jensen & Rohwer, 1965). These authors showed that performance on serial learning changes less as a function of age than paired-associate learning. They argued that performance on the latter was affected considerably by the child's verbal repertoire and thus by his experience and environment. In this and in a previous study (Jensen & Rohwer, 1963) it was shown, too, that paired-associate learning is much more sensitive to the facilitative effects of syntactic mediation than is serial learning. Linking paired-associate items in sentences had a greater effect on the" @default.
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- W2058515087 date "1968-12-01" @default.
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- W2058515087 title "PAIRED-ASSOCIATE LEARNING AS PARTIAL VALIDATION OF A LANGUAGE DEVELOPMENT PROGRAM" @default.
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- W2058515087 doi "https://doi.org/10.1111/j.1467-8624.1968.tb04489.x" @default.
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