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Peer reviewedFuller, Ellen W.; And Others – Journal of Research in Science Teaching, 1979
Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)
Descriptors: Academic Achievement, Concept Formation, Educational Research, Elementary Education
Download full textMeans, Barbara M.; Rohwer, William D., Jr. – 1976
To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…
Descriptors: Associative Learning, Aural Learning, Cognitive Development, Cognitive Processes
