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31295004027651.Pdf (2.819Mb) i M--i A CCMPAUATIVF ANALYSIS OF IVRITTEN LANGUAGE FRCM AUDITORALLY AND VISUALLY PRESENTED STIMULI by JANNA KAY CALHOUN, B.A. A THESIS IN SPEECH Submitted to the Graduate Faculty of Texas Technological College in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Approved Accepted August, 1969 AC SOS T5 cop. Z ACKNOIVLEDGMENT The author is deeply grateful to Dr. William K, Ickes for his time, and helpful suggestions in the preparation of this thesis 11 TABLE OF CONTENTS ACKN0WLEDG^.1ENT ii LIST OF TABLES ................ ' v Chapter I. INTRODUCTION 1 Review of Related Literature . , 5 • Purpose and Scope of the Thesis 9 Hypotheses to be Tested 10 II. METHODS AND PROCEDURES 12 Subjects 12 Instruments , , 13 Procedure 14 Experimenter's Reliability 18 Statistical Analysis 18 III. FINDINGS AND INfERPRETATIONS 21 Accuracy Scores , 21 Type Token Ratio Analysis 22 SUA Achievement Series Analysis , , 24 Correlation Studies . , 25 Hypotheses and Discussion , 28 IV, SUMMARY AND CONCLUSIONS 32 Purpose , , 32 Procedures 32 Results 33 Conclusions . , , . 34 BIBLIOGRAPHY 36 iii IV APPENDIX 39 LIST OF TABLES Table 1, Individual Type Token Ratio (TTR) Results for Both Groups , . 20 2, Analysis of Variance of Type Token Ratio Scores from Auditory and Visual Stimuli Made by Two Subject Groups , . 22 3, Critical Difference Between the Means of Stimuli and Group Ratings of Type Token Ratios ,,,.,,,,»,.,, 24 4, Analysis of Variance Scores on SRA Achievement Series and Groups , . , ,,,.,. 25 5, Variables of Pearson Product Moment Correlation From Groups, SRA Scores, and Type Token Ratios 26 6, Pearson Product Moment Correlation Matrix From Groups, SRA Scores, and Type Token Ratios 27 CHAPTER I li^RODUCTION Speech pathologists and educators are vitally interested in the way an individual learns since speech and language are learned behaviors. Hujnans learn essentially through two modalities, vision and hearing. Most people will learn faster and retain more wlien using one of these modes more tlian the other. The more important mode appears to vary from person to person. It is therefore important to know which modality is the strongest for an individual. Many children have been classified as "unteachable" because they could not demonstrate adequate learning potential or abilities in the classroom. It is now known tliese children are not "unteachable'' because they possess the potential to learn; however, they must learn by methods different from t?iose employed in the standard educational classroom. It is the job of special educators to determine whether these children will learn better by visual stimu­ lation or by auditory stimulation, A speech pathologist is also concerned with how children learn since frequently children witii learning problems also have speech and language problems. The work of tlie special educator and the speecli pathologist would be facilitated if a quick and easy method could be devised to determine which of the two learning modalities are advantageous for a particular child. Such is the interest of the author. Verbal versus visual stimulus as a mode for learning has Ixx n of great interest to educators and psychologists for many decades. Authors who have written on this sul^ject iiiclude Bartlett,-^ Qiannichael,^ •7 and Card and Wells. Bruner has distinguished three systems of processing information by humans: "through aiction, through imagery, and through language." Genetically, words are first encountered and learned through auditory experiences. Bruner has futher stated that "as children mature, they are able to use indirect information based on forms of information processing other than the act of pointing to what is hiimedi- ately present."^ Children seem to be able "to cumulate information into a structure that can be operated upon by rules that transcend simple association by similarity and continuity."" As the child grov/s older, he is presented with both visual and auditor)^ stijnuli. Carmichael feels when both stimuli are presented at the same time a new process may result. If the visual or auditor/ stimulus v.'ere again presented sepa­ rately, Qiarmichael states, "the 'reproduction' is thus a complexly determined total and not either o: its component processes.""^ Some Iprank C. Bartlett, Remembering: A Study in Experimental and Social Psycliology (Cambridge, England: The University Press, 1932). ^L. Carmichael, et al., "An Experimental Study of the Effect of Language on Reproduction of Visually Preceived Fomis," Journal of Experimental Psycholog)^, XV (1932), pp. 73-86. •7 nvi. s. Card and F. L. Wells, 'Vocal Symbol Formation as a Function of Reading Ability," Journal of Genetic Psychology, XLVIII (March, 1936), pp. 149-176. ^Jerome S. Bruner, "Tlie vlourse of Cognitive Growth," Aiicrlcan Psychologist, XIX (January, 1964), p. 1. ^Ibid., p. 13. ^Ibid., p. 13. ^Carmichael, "Visually .Perceived Forms," p. 86. recent studies by Spiker-^ and Miller, Galanter and Pribram^ have indicated that using bizarre images for paired-associates yield remark­ ably fast learning, Reese has questioned whether such studies "re­ sulted from visual imagery or from verbal descriptions of the 'images'."' Since this constant interest between visual and auditory stimuli exists, many types of measurement scales have been developed to study t this problem empirically. Some of these modes of experimental designs have been paired-associate learning, mean length of response, word frequency scales, and type token ratio which is the ratio between the number of different words spoken to the total number of words spoken in a sample of speech. It is the type token ratio with which this study is concerned. The research that has been done in this field has basically been concerned with four areas: (1) verbal behavior of mentally retarded children and normal adults by Siegel,^ Siegel and Harkins,^ and Siegel and ^Charles C, Spiker, "Associative Transfer in Verbal Paired- Associate Learning," Child Development, XXXI Qferch, 1960), pp, 71-107. ^George Armitage Miller, et al,, Plans and th^ Structure of Behavior (New York: Holt, I960), %ayne W, Reese, "Imagery in Paired-j\ssociate Learning in Children," Journal of Experimental Child Psychology, II (September, 1965), p. 290, ^Gerald M, Siegel, "Adult Verbal Behavior with Retarded Child­ ren Labeled as.'High' or 'Low' in Verbal Ability," American Journal of Mental Deficiencies, LXVIII (September, 1963), pp. 417-424. herald M, Siegel and Jerome P. Harkins, "Verbal Behavior of Adults in Two Conditions with Institutionalized Retarded Children," Journal of Speecli and Hearing Disorders, X, Monograph Supplement pahuary, 1964), pp. 39-46, Donovan;•*• (2) samples of spoken language comparing schizophrenics "7 ' and college freshmen by Fairbanks, (3) analysis of individual written samples comparing schizophrenics and college freshmen by Mann;^ and (4) statistical and comparative aiialysis by Chotlos,^ Carroll,^ Zipf,^ Skinner,7 and Johnson.^ Some studies have also been conducted by Stanford^, 10 using verbal type token levels as a basis for studying personality. •••Gerald M. Siegel and Kenneth E. Donovan, "Verbal Behavior of Retarded Children in Interpersonal Assemblies with Adults," American Journal of Mental Deficiencies, LXVI (September, 1964), pp. 244-252. %elen Fairbanks, "Studies in Language Behavior: II. The Quantitative Differentiation of Samples of Spoken Language," Psychological Monographs, LVI (1944), pp. 19-38. "^vlary Bachman Mann, "Studies in Language Behavior: III. The Quantitative Differentiation of Saiiples of Written Language," Psychological Monographs, LVI (1944), pp. 41-74. ^John W. Chotlos, "Studies in Language Behavior: IV. A Statistical and Comparative Analysis of Individual Written Language Samples," Psychological Monographs, L\I (1944), pp. 75-111. ^J. B. Carroll, "Diversity of Vocabulary and the Harmonic Series Law of Work-Frequency Distribution," Psychological Record, II, (December, 1939), pp. 377-386. G. K. Zipf, "Observations of the Possible Effect of Mental Age Upon the Frequency-Distribution of Words from the Viewpoint of Dynamic Philology," Journal of Psychology, IV (1937), pp. 239-244. 7 B. F. Skinner, "The Verbal Summator and a Method for the Study of Latent Speech," Journal of Psychology, II (1936), pp. 71-107. ^Wendell Johnson, "Studies in Language Behavior: I. A Program of Research," Psychological Monographs, LVI (1944), pp. 1-15. ^Fillmore H. Sanford, "Speech and Personality," Psychological Bulletin, XXXIX (December, 1942), pp. 811-845. •••^Fillmore H. Sanford, "Soeech and Personality: A Comparative Case Study," Character and Personality, XIX (February, 1942), pp. 169-198. Review of Related Literature The following paragraphs are a review of literature relating to the use of the type token ratio level. This discussion of literature includes: (1) effects of type token ratio on verbal studies, (2) effects of type token ratio on written studies, and (3) other type token ratio studies not covered in the two above headings. Effects of Type Token Ratio on Verbal Studies.- -In a recent series of studies conducted by Siegel,-^ Siegel and Harkins,^ and Siegel and Donovan^ attention was focused on the adult use of language when in contact with institutionalized retarded children. A verbal level of the children was predetermined according to the score derived on the Parsons Language Sample. The general h)pothesis in these studies was that the verbal behavior of adults would vary as a function of the language level of the retarded children to whom they were
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