{"id":{"repo_id":"moncton","oai_identifier":"oai:umoncton.scholaris.ca:20.500.14658/7377"},"canonical_url":"https://search.dev.ndltd.org/etd/moncton/oai:umoncton.scholaris.ca:20.500.14658/7377","repository":{"repo_id":"moncton","name":"University de Moncton","base_url":"https://umoncton.scholaris.ca/server/oai/request"},"display":{"title":"Latencies in paired-associate learning with normal and retarded children","abstract":"Fifteen normal and 15 mentally retarded children of similar CA learned a paired-associate task within the frame-work of an all-or-none model learning in which the TLE was considered to be the pivot point of learning and in which only the associative "hook-up" phase of learning was studied. The variables studied were latencies and response scores. The results of the present study did not support the all-or-none assumption of stationarity for both the latency and the response scores of the reatrded and the normal Ss. Despite the latter results and the fact that analysis of variance on latency and response scores revealed no significant results between the two groups of Ss, a non-parametric trend test revealed significant positive trend in the distribution of error-success scores BLE for both the retarded and the normal Ss. The distribution of the latency scores however, showed a positive trend for the retarded group and a negative trend for the normal group. It was therefore concluded that in future research of this kind, that more insistence should be given in specifying the distribution of scores rather than their relative magnitude.","abstract_html":"Fifteen normal and 15 mentally retarded children of similar CA learned a paired-associate task within the frame-work of an all-or-none model learning in which the TLE was considered to be the pivot point of learning and in which only the associative "hook-up" phase of learning was studied. The variables studied were latencies and response scores. The results of the present study did not support the all-or-none assumption of stationarity for both the latency and the response scores of the reatrded and the normal Ss. Despite the latter results and the fact that analysis of variance on latency and response scores revealed no significant results between the two groups of Ss, a non-parametric trend test revealed significant positive trend in the distribution of error-success scores BLE for both the retarded and the normal Ss. The distribution of the latency scores however, showed a positive trend for the retarded group and a negative trend for the normal group. It was therefore concluded that in future research of this kind, that more insistence should be given in specifying the distribution of scores rather than their relative magnitude.","abstract_has_math":false,"creators":["St. Maur, Maurice"],"institution":"Université de Moncton","degree_name":"Maîtrise ès arts (psychologie)","degree_level":"2e cycle","degree_discipline":"École de psychologie et d'éducation (1964-1965 à 1972-1973)","degree_department":null,"school":null,"contributors":[],"advisors":["Muise, Gérard"],"committee_chairs":[],"committee_members":[],"year":1973,"date_issued":"1973","date_published":"1973","updated_at":"2026-07-24T03:09:40Z","subjects":["Apprentissage de paires associées"],"languages":["iso639-2b","eng"],"rights":["Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 726427209"],"render_values":[{"text":"oclc: 726427209","href":null,"code":true}]},{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["umir:777"],"render_values":[{"text":"umir:777","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14658/7377","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Muise, Gérard"]},{"key":"dc:creator","label":"Author","values":["St. Maur, Maurice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-12-20T18:01:15Z","2025-05-13T19:59:55Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-20T18:01:15Z","2025-05-13T19:59:55Z"]},{"key":"dc:date.issued","label":"Date","values":["1973"]},{"key":"dc:publisher","label":"Institution","values":["Université de Moncton"]},{"key":"dc:type","label":"Dc Type","values":["Text","thèse"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["École de psychologie et d'éducation (1964-1965 à 1972-1973)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["2e cycle"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Maîtrise ès arts (psychologie)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Université de Moncton"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Apprentissage de paires associées"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["iso639-2b"]},{"key":"dc:rights","label":"Dc Rights","values":["Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 726427209"]},{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["umir:777"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14658/7377"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Fifteen normal and 15 mentally retarded children of similar CA learned a paired-associate task within the frame-work of an all-or-none model learning in which the TLE was considered to be the pivot point of learning and in which only the associative "hook-up" phase of learning was studied. The variables studied were latencies and response scores. The results of the present study did not support the all-or-none assumption of stationarity for both the latency and the response scores of the reatrded and the normal Ss. Despite the latter results and the fact that analysis of variance on latency and response scores revealed no significant results between the two groups of Ss, a non-parametric trend test revealed significant positive trend in the distribution of error-success scores BLE for both the retarded and the normal Ss. The distribution of the latency scores however, showed a positive trend for the retarded group and a negative trend for the normal group. It was therefore concluded that in future research of this kind, that more insistence should be given in specifying the distribution of scores rather than their relative magnitude."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:title","label":"Title","values":["Latencies in paired-associate learning with normal and retarded children"]}]}],"canonical_facts":{"dc:contributor.advisor":["Muise, Gérard"],"dc:creator":["St. Maur, Maurice"],"dc:date.accessioned":["2024-12-20T18:01:15Z","2025-05-13T19:59:55Z"],"dc:date.available":["2024-12-20T18:01:15Z","2025-05-13T19:59:55Z"],"dc:date.issued":["1973"],"dc:description.abstract":["Fifteen normal and 15 mentally retarded children of similar CA learned a paired-associate task within the frame-work of an all-or-none model learning in which the TLE was considered to be the pivot point of learning and in which only the associative "hook-up" phase of learning was studied. The variables studied were latencies and response scores. The results of the present study did not support the all-or-none assumption of stationarity for both the latency and the response scores of the reatrded and the normal Ss. Despite the latter results and the fact that analysis of variance on latency and response scores revealed no significant results between the two groups of Ss, a non-parametric trend test revealed significant positive trend in the distribution of error-success scores BLE for both the retarded and the normal Ss. The distribution of the latency scores however, showed a positive trend for the retarded group and a negative trend for the normal group. 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