By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)
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Additional info for Applied Developmental Psychology. Volume 1
That is, the majority of people, in deciding whether a word is right or wrong, spell it aloud or . . write it out and look at it, but usually resort to visual images first. (Charters, 1913, pp. 16-17) An experiment reported by Cameron (1927) was conducted on 3000 German children in grades 3-8. The children practiced one of seven spelling methods listed in Table I. 54 °From Cameron (1927, p. 318). concluded that (1) the visual drill method was superior to the auditory, (2) both methods were improved by the addition of kinesthetic factors, (3) copying was the best method, since it involved both visual and kinesthetic processes, (4) copying was also the best way of controlling attention, and (5) copying incorporated the further advantage that "the studying of the word takes the form in which it is eventually reproduced" (p.
Nonsense syllables) rather than pedagogical materials (9%). 11. Laboratory: cognitive processes—experiments also using artificial stimuli, but concerned with cognition rather than with traditional learning paradigms. These did not appear in this journal until 1970, but now account for - 8 % of its publications. 12. Motivation—articles concerned with interest, preference, reinforce ment, personality, social interactions, etc. These appeared infrequently un til 1950. Since then, they have accounted for 22% of articles in the volumes sampled.
As noted by our pedagogical forebears at the turn of the century (pp. 25-28, above), the modality of the spelling process is of special importance. There are visual, aural, and kinesthetic representational components. We have tried to assess the relative contribution of visual and aural components while holding kinesthetic contributions constant. We have focused also on the development of writing automaticity, particularly on the question of how many letters are produced as cohesive sets. 1. METHODS There are many kinds of spelling tasks: spelling out loud, writing words down on paper, writing words on a blackboard, studying a list of words and then writing them, writing words in the context of sentences, typing, playing anagrams, etc.