Date of Award
Master of Science (MS)
The present study examined the effectiveness of teaching a self-questioning semantic association strategy as a memory aid in group and individual settings. Students who had completed the first grade were utilized as subjects. Those subjects who were exposed to the semantic association strategy were compared to subjects who received no training. The results indicated that subjects trained to use a self-questioning strategy (semantic association) scored significantly higher than untrained subjects on both the maintenance and generalization tests. During the maintenance and generalization tests, the amount of time spent studying by those subjects who had received training was also significantly longer than those who had received none. The results did indicate that there was no difference in either the number of correct responses or the amount of time spent studying between the subjects who were trained individually or in a group. The implications of these results and suggestions for future research were discussed.
Copyright 1981 Thomas Runge
Runge, Thomas, "Sematic Association Through Self-Questioning: Differential Effects of Group Vs. Individual Training on Mnemonic Performance" (1981). Master's Theses. 1829.