The Effects of Semantic and Formal Similarity on Recognition Memory for Sentences in Children. Technical Report No. 76 [electronic resource] / Thomas J. Thieman and Ann L. Brown.
Recent studies have offered support for a constructive view of sentence memory in children, based on their preference in recognition errors for true inferences, which can be drawn from input sentences, over false inferences. However, with the materials used in these studies, this preference may refl...
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| Format: | Electronic eBook |
| Language: | English |
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1977.
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| Summary: | Recent studies have offered support for a constructive view of sentence memory in children, based on their preference in recognition errors for true inferences, which can be drawn from input sentences, over false inferences. However, with the materials used in these studies, this preference may reflect responding either on the basis of semantic or formal similarity to the original sentences. The present experiment separates these factors. Both semantic and formal similarity between input and test sentences are found to be significant and independent factors which together determine if children (second and fifth grade) will accept new sentences as old in a recognition test. The effect of formal similarity is greater for the younger children. Moreover, the patterning of recognition errors on contradictory true and false inferences suggests that children of both ages monitor their own decisions so as to remain internally consistent with respect to the meaning of those test sentences indicated as old. (Author) |
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| Item Description: | ERIC Document Number: ED150551. Sponsoring Agency: National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. Contract Number: 400-76-0116. Contract Number: HD-00244. Contract Number: HD-06864. Educational level discussed: Elementary Education. |
| Physical Description: | 26 p. |