Date of Award
4-1981
Degree Name
Master of Arts
Department
Psychology
First Advisor
Dr. Joetta Long
Second Advisor
Dr. Malcolm Robertson
Third Advisor
Dr. Chris Koronokos
Access Setting
Masters Thesis-Open Access
Abstract
This study examined the effects of curriculum type on the acquisition and retention of color names. Ten 2 to 3 year old subjects were divided into two experimental groups of five each; subjects were of both sexes and approximately equal language ability . In a modified multiple -baseline design, one experimental group received the verbal curriculum and the other experimental group received the non-verbal curriculum. Data were gathered through regular testing of all subjects. Results indicated that the curricula were equally efficient in teaching color names in their respective modalities; there was no significant difference in the mean number of sessions required per lesson. Retention rates were equal for the two curricula; retention was 100%. Results also indicated that the verbal curriculum subjects demonstrated a significantly greater improvement in color identification skills than the non-verbal curriculum subjects, t(10) = 2.40, p < .05.
Recommended Citation
Wagner, Cynthia A., "Verbal and Non-Verbal Curricula for Teaching Color Names to Preschool Children" (1981). Masters Theses. 1791.
https://scholarworks.wmich.edu/masters_theses/1791