Author

Wagner

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.

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