COMPARISON OF MELODIC AND VERBAL PRESENTATION MODES ON AUDITORY SERIAL LEARNING BY LEARNING DISABLED CHILDREN

The purpose of this study was to examine the effects of musical mnemonic devices on the learning patterns of learning disabled children. A total of 33 fifth and sixth grade learning disabled students from seven self-contained special education classes participated in the study with the written permission of parents or gaurdians. Subjects were assigned randomly to one of three experimental conditions: verbal, melodic with a familiar melody, or melodic with an unfamiliar melody. They were tested individually on an auditory serial learning task in which they were asked to learn a list of words. Data was collected for each subject to consider the following variables: rate of learning, defined as the number of trials to the criterion of two consecutive correct trials, and accuracy of responses, defined as ratio of correct individual word responses to the total possible number of responses. The results imply that neither familiar nor unfamiliar musical presentations affect sequencing and memory skills significantly.

Author dc:creator

• Hall, Karen Abraham

Statement dc:rights

• This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.

Handle dc:identifier.uri

https://hdl.handle.net/1808/37776

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/37776