A study of the effectiveness of using associative cues to improve the retention of prose material with sophomore students in high school



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The purpose of this study was to determine if students could be aided in retention of prose material by forming and using a list of Associative Cues drawn from a prose selection. The sample consisted of thirty-one high school sophomores, ranging in age from fifteen to seventeen years. The Subjects were dichotomized on the basis of their scores above and below the mean on the Paragraph Meaning Subtest of the Stanford Achievement Test. High Retainers and Low Retainers were identified as two Experimental and two Control groups by random sampling. The Experimental Subjects were trained in forming and using Associative Cues in three training sessions, and were asked to reproduce a paragraph from memory without the aid of Cues. The Control groups received no training in forming and using Associative Cues. They were asked to reproduce the same paragraphs as the Experimental Subjects to establish baseline data for comparisons. Nine "two x two" factorial analyses of variance were computed. Two significant values were obtained. The analysis of variance of Reproduction totals on the paragraph "Shakespeare derived an "F" value of 9.17. This value is significant at the .05 level, and showed that High Retainers made higher Reproduction scores than Low Retainers. [...]



Learning, Memory