Date of Award

Fall 1995

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Elaine M. Justice

Committee Member

Peter J. Mikulka

Committee Member

Perry M. Duncan

Call Number for Print

Special Collections LD4331.P65 M776

Abstract

The effects of peer tutoring on third- and fifth-graders' use of an organizational memory strategy was examined. Children were first introduced to the memory task with highly associated items. Children then either taught another child the task, tape recorded instructions to give another child, or did the task again. Organizational memory was then retested measuring recall and clustering on moderately associated items. There was a significant effect due to condition with those in the Peer Tutoring condition recalling more items than the Control condition. Subsequent analyses comparing only the two experimental conditions revealed that the Peer Tutoring subjects recalled significantly more than the Tape-Recording subjects. Also, a significant grade effect was found with fifth graders recalling more items. There were no significant differences in the clustering data. Results suggest that both the Peer Tutoring and Tape-Recording conditions increased effective strategy transfer over the Control condition. However, Peer Tutoring subjects performed the highest on the transfer task, indicating both verbalization and social interaction play a role in the effectiveness of peer tutoring.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/hdmg-h217

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