Developmental changes in dichotic listening with categorized word lists

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Abstract

Two experiments examined the effects of blocking of word lists (grouped by semantic category membership or randomly ordered) on the dichotic listening performances of 48 2nd and 48 5th graders. For Exp I, shadowing and retention scores were obtained for groups of Ss representing the 4 combinations of blocked and random word lists for targets and distractors. Blocking of distractor lists led to better shadowing scores for 2nd graders. When word pairs were matched by categories in Exp II, 2nd graders who heard blocked lists recognized fewer target words (in retention tests) than did those who heard randomly ordered word lists. Results are interpreted in the context of variables that affect the shadowing performances of younger children and developmental differences in encoding strategies. (11 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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