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Abstract
The present research determined whether low‐verbal Ss, as compared with high‐verbal Ss have (a) a greater production deficiency, and (b) a greater mediational deficiency. The design included 3 grade levels: K, II and V. At each grade level approximately 40 Ss were identified as low‐verbal and 40 Ss as high‐verbal, with these groups differing on WISC vocabulary, PPVT IQ and in mean number of communication units. Two paired associate learning tasks were presented for testing both the production deficiency and the mediational deficiency hypothesis. The production deficiency hypothesis was analyzed by means of a 4‐way ANOV with independent variables: grade, verbal groups, sex and PA tasks. For both silent and aloud rehearsals, the F ratios for grade and verbal group were significant. Between kindergarden and grade II there is a marked increase in the mean number of silent rehearsals and an equally marked decrease in the number of aloud rehearsals. The low‐verbal group have significantly fewer silent rehearsals but significantly more aloud rehearsals than do the high‐verbal group. Evidence from the Ss own report of rehearsal supports conclusions drawn from the analyses of silent and aloud rehearsals. Data relevant to the mediation deficiency hypothesis were analyzed by means of a 4‐way ANOV, with independent variables: grade, verbal group, sex and trials. F ratios for grade and verbal group were significant across two PA learning tasks. The most marked increase in mediational behavior occurs between kindergarden and grade II, with the low‐verbal group performing at a significantly lower level than the high‐verbal group.
Notes
Paper presented at the 18th International Congress of Applied Psychology, Montreal, July 1974. This research was supported by Canada Council Research Grant No. S72–0233.