Semantic integration in children's recognition of narrative versus scrambled sequences

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dc.contributor.advisor Caplan, Leslie J. en_US Wakim, Jean-Claude I. en_US 2011-06-03T19:33:19Z 2011-06-03T19:33:19Z 1982 en_US 1982
dc.identifier LD2489.Z72 1982 .W35 en_US
dc.description.abstract Second-grade and fourth-grade subjects were required to listen to a congruent or scrambled story, followed by a recognition test of the sentences included in the story. The importance of information included in the story had previously been rated by college students. Older children were found to recognize the information more accurately than younger children. Both second and fourth graders performed better in the congruent condition than in the scrambled one. No difference was found between recognition accuracy for important and for unimportant information. The results supported previous findings for the age effect and the type of story. The lack of significant effects involving the type of information may have resulted from the lack of sensitivity of the indicator of importance used.
dc.format.extent v, 40 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Cognition in children. en_US
dc.subject.lcsh Human information processing in children. en_US
dc.title Semantic integration in children's recognition of narrative versus scrambled sequences en_US Thesis (M.A.)
dc.identifier.cardcat-url en_US

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  • Master's Theses [5510]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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