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Learning and the Development of Verbal Ability:

Learning and the Development of Verbal Ability: LEARNING AND THE DEVELOPMENT OF VERBAL ABILITY S. B. KHAN The Ontario Institute for Studies in Education The influence of practice and training on the factorial composition of mental tests has been widely studied (Anastasi, 1936; Woodrow, 1938, 1946; Greene, 1945; French, 1965, etc.) The general findings of these and similar studies are: (a) variation in subsequent performance does not depend on the ability that it did initially and there is a change in factor loadings of tests from initial to subsequent situations; (b) no learning or gain factor is identifiable, and (c) there is an increase in the specificity of factors related to the practice tests. In these studies, generally, practice was given on all or some of the tests for a specified period of time and changes from pre- to post-test situations were studied. Fleishman and Hempel (1954) and others who replicated their work have obtained similar results in the psychomotor domain. Although the results of the earlier studies in the cognitive domain are noteworthy in showing changes in the structure of mental abilities as a function of practice, they do not indicate whether changes would have occurred if the intervening treatment consisted of learning experiences not http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Learning and the Development of Verbal Ability:

American Educational Research Journal , Volume 9 (4): 8 – Jun 23, 2016

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References (15)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312009004607
Publisher site
See Article on Publisher Site

Abstract

LEARNING AND THE DEVELOPMENT OF VERBAL ABILITY S. B. KHAN The Ontario Institute for Studies in Education The influence of practice and training on the factorial composition of mental tests has been widely studied (Anastasi, 1936; Woodrow, 1938, 1946; Greene, 1945; French, 1965, etc.) The general findings of these and similar studies are: (a) variation in subsequent performance does not depend on the ability that it did initially and there is a change in factor loadings of tests from initial to subsequent situations; (b) no learning or gain factor is identifiable, and (c) there is an increase in the specificity of factors related to the practice tests. In these studies, generally, practice was given on all or some of the tests for a specified period of time and changes from pre- to post-test situations were studied. Fleishman and Hempel (1954) and others who replicated their work have obtained similar results in the psychomotor domain. Although the results of the earlier studies in the cognitive domain are noteworthy in showing changes in the structure of mental abilities as a function of practice, they do not indicate whether changes would have occurred if the intervening treatment consisted of learning experiences not

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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