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Maintaining culturally disadvantaged fourth-graders' attention to oral verbal teaching through intermittent auditory stimulation

Author

Evelyn M. Noren, University of the Pacific

Date of Award

1972

Document Type

Thesis

Degree Name

Master of Arts (M.A.)

Department

Psychology

First Advisor

Kenneth L. Beauchamp

First Committee Member

Heath Lowry

Second Committee Member

Wilfred M. Mitchell

Abstract

The present research was undertaken to determine whether a utilitarian method could be devised for directing and maintaining culturally disadvantaged students' attention to taped verbal lessons. Extraneous novel tone bell stimuli were inserted prior to the presentation of material about which the children were questioned. The purpose of the study was to learn whether the nature of the tone bell stimulus reflects the accuracy of responses due to attention having been directed to the lesson content. The author hypothesized that a combination of melody and rhythm would be most effective in attracting attention and, thus, in eliciting a greater number of correct responses.

Pages

77

Recommended Citation

Noren, Evelyn M.. (1972). Maintaining culturally disadvantaged fourth-graders' attention to oral verbal teaching through intermittent auditory stimulation. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/1773