Master's Theses

Department

Psychology

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to compare proactive and retroactive inhibition and the retention r ate between the slow and the fast learner. The slow and fast learners were defined by their placement in remedial and honor classes in U.S.D. #347. The following hypotheses were tested in a paired associate manner: 1. the effects of proactive inhibition would be greater for the slow learner than the effects of retroactive inhibition. 2. The effects of retroactive inhibition would be greater for the fast learner than the effects of proactive inhibition. 3. When allowed sufficient, but equal, time for learning a task, the slow learner will recall more learned material than the fast learner. Paired associates of numerals and CVC trigrams were used as the learning and inhibiting tasks. These were projected on a screen to thirty randomly selected subjects of remedial and honor students in an elementary grade summer school. These subjects were separated into three groups, one group being exposed to proactive inhibition, one to retroactive inhibition, and one group serving as a control group. An analysis of variance was used to make the statistical analysis. None of the hypotheses were validated but there were indications that the cause may in part be due to the fact that the design left motivation uncontrolled.

Keywords

Primary education, Students, Kinsley (Kan.), Teaching methods, Audio-Visual Aids, Testing

Advisor

Dr. Harold Converse

Date of Award

Summer 1968

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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