A compilation of norms on several tests of learning - Page 46 |
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41
The reproduction score is considerably less than
one-half the recognition score. More actual errors
are made in reproduction than in recognition; and the
percentage of errors in recognition (16.5^) is scarcely
half of the percentage of errors in reproduction
(30.28$). The score for recognition and memory interference
is practically the same. However there are,
on the average, 2.1 more actual errors in the case of
the memory interference test than in the case of the
recognition test. Also the percentage of errors for
memory interference is 20.7 as opposed to 16.5 for
recognition. The fact that there are more correct
responses in the case of memory interference than in
the case of recognition is due, no doubt to a variety
of factors, among which may be listed, adaptation,
learning, effect and the like.
Table XIII shows, for the separate groups, the
average number of correct responses, the average number
of errors, and the average score for the reproduction
test. In the following four tables the number
of cases in each group is as follows:^
1As noted above, group A is omitted due to an irregularity in the procedure in administering this
test to that group.
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| Title | A compilation of norms on several tests of learning - Page 46 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 41 The reproduction score is considerably less than one-half the recognition score. More actual errors are made in reproduction than in recognition; and the percentage of errors in recognition (16.5^) is scarcely half of the percentage of errors in reproduction (30.28$). The score for recognition and memory interference is practically the same. However there are, on the average, 2.1 more actual errors in the case of the memory interference test than in the case of the recognition test. Also the percentage of errors for memory interference is 20.7 as opposed to 16.5 for recognition. The fact that there are more correct responses in the case of memory interference than in the case of recognition is due, no doubt to a variety of factors, among which may be listed, adaptation, learning, effect and the like. Table XIII shows, for the separate groups, the average number of correct responses, the average number of errors, and the average score for the reproduction test. In the following four tables the number of cases in each group is as follows:^ 1As noted above, group A is omitted due to an irregularity in the procedure in administering this test to that group. |
