{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc2770"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc2770","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention.","abstract":"This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.","abstract_html":"This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.","abstract_has_math":false,"creators":["Zanatta, Laraine Theresa"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Glenn, Sigrid S., 1939-","Hartman, David W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-05","date_published":"2001-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Learning, Psychology of.","learning channels","acquisition","generalization","retention","precision teaching"],"languages":["English"],"rights":["Public","Copyright","Zanatta, Laraine Theresa","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 50632110","https://digital.library.unt.edu/ark:/67531/metadc2770/","ark: ark:/67531/metadc2770"],"render_values":[{"text":"oclc: 50632110","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc2770/","href":"https://digital.library.unt.edu/ark:/67531/metadc2770/","code":true},{"text":"ark: ark:/67531/metadc2770","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc2770","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Glenn, Sigrid S., 1939-","Hartman, David W."]},{"key":"dc:creator","label":"Author","values":["Zanatta, Laraine Theresa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning, Psychology of.","learning channels","acquisition","generalization","retention","precision teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Zanatta, Laraine Theresa","Copyright is held by the author, unless otherwise noted. All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 50632110","doi: 10.12794/metadc2770","https://digital.library.unt.edu/ark:/67531/metadc2770/","ark: ark:/67531/metadc2770"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention."]}]}],"canonical_facts":{"dc:contributor":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Glenn, Sigrid S., 1939-","Hartman, David W."],"dc:creator":["Zanatta, Laraine Theresa"],"dc:date":["2001-05"],"dc:description":["This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol."],"dc:format":["Text"],"dc:identifier":["oclc: 50632110","doi: 10.12794/metadc2770","https://digital.library.unt.edu/ark:/67531/metadc2770/","ark: ark:/67531/metadc2770"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Zanatta, Laraine Theresa","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Learning, Psychology of.","learning channels","acquisition","generalization","retention","precision teaching"],"dc:title":["The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}