Date of Award
11-1981
Culminating Project Type
Thesis
Degree Name
Communication Sciences and Disorders: M.S.
Department
Communication Sciences and Disorders
College
School of Health and Human Services
First Advisor
Gerald Powers
Second Advisor
Martin Kammermeier
Third Advisor
Dennis Nunes
Keywords and Subject Headings
Verbal recall, vocabulary recall, varied stimulus paired with words to aid verbal recall
Abstract
PURPOSE:
The purpose of the present study was to determine the relative effectiveness of three modes of stimulus presentation on the verbal recall abilities of preschool children. The three presentation conditions employed were: Condition 1) visual cue (picture) plus verbal label (word); Condition 2) visual cue plus verbal label plus manual sign; and Condition 3) visual cue plus verbal label plus a verbal statement regarding function.
PROCEDURE:
Two experiments were conducted. The same six subjects, ages 51 to 66 months, participated in both experiments. The stimulus pictures used in Experiment I were different from those used in Experiment II. Each experiment was conducted over a three-day period with training sessions for the three modes of stimulus presentation occurring each morning and verbal recall sessions occurring each afternoon (four hours after training) and the following morning (24 hours after training). While subjects in Experiment I were trained to 100% verbal recall of the stimuli, subjects in Experiment II were only given two presentations of the stimulus material. All other procedure were identical for the two experiments. Correlated T-tests were employed to determine whether significant differences existed between presentation conditions during short-term verbal recall (STR) and long-term verbal recall (LTR) for either experiment. Correlated T-tests were also implemented to assess the difference between STR and LTR scores following each training condition for each experiment. Short-term verbal recall and LTR were also compared across experiments to assess the effect of training. Finally, an analysis of variance (ANOVA) was utilized to determine whether the recall scores obtained in the two experiments were significantly different and further whether a significant difference existed between STR and LTR as a function of experimental groups.
RESULTS:
Differences between verbal recall scores as a function of presentation condition for STR and LTR in Experiments I and II were nonsignificant. Comparison of verbal recall for each condition across recall sessions for each experiment found no significant difference for Experiment I whereas LTR was significantly greater than STR in two conditions in Experiment II. Short-term verbal recall and LTR were compared across experiments to assess the effect of training. For STR, performance for two of the three presentation conditions was significantly greater for Experiment I than Experiment II. However, no significant difference was observed when LTR scores were compared across the two experiments. In other words, amount of training appears to affect the accuracy of STR but has no effect on LTR.
Recommended Citation
Miller, Kathy, "A Comparison of Three Modes of Stimulus Presentation and their Effects on Verbal Recall in Preschool Children" (1981). Culminating Projects in Communication Sciences and Disorders. 14.
https://repository.stcloudstate.edu/csd_etds/14
