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dc.contributor.advisorSolomon, Gavrielen_US
dc.contributor.advisorSlaughter, Sheilaen_US
dc.contributor.authorRider, Cindy Ellerman
dc.creatorRider, Cindy Ellermanen_US
dc.date.accessioned2013-03-28T10:25:22Zen
dc.date.available2013-03-28T10:25:22Zen
dc.date.issued1989en_US
dc.identifier.urihttp://hdl.handle.net/10150/277007en
dc.description.abstractThe focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectSign language -- Study and teaching.en_US
dc.titleInducement of imagery in the service of learning sign language vocabularyen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc22150418en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1336715en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b17364243en_US
refterms.dateFOA2018-06-23T05:34:19Z
html.description.abstractThe focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.


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