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Retention of Spanish learned in school was tested over a 50-year period for 733 individuals. Tests of reading comprehension, recall, and recognition vocabulary and grammar were administered together with a questionnaire to determine the level of original training, the grades received, and rehearsals during the retention interval in the form of reading,(More)
Thirty-five individuals who had learned and relearaed 50 English-Spanish word pairs were tested for recall and recognition after an interval of 8 years. Two variables, the spacing between successive releaming sessions and the number of presentations required to encode individual word pairs, are excellent predictors of the likelihood of achieving permastore(More)
Spanish language tests of 801 Cuban and Mexican immigrants showed no evidence of language loss during 50 years of U.S. residence; a few years after immigration, their English vocabulary approximated that of English monolinguals. The critical-age hypothesis was not supported for the acquisition of English vocabulary when English schooling and language usage(More)
One to 54 years after graduating, 276 alumni correctly recalled 3,025 of 3,967 college grades. Omission errors increased with the retention interval, and better students made fewer errors. Accuracy of recall increased with confidence in recall. Eighty-one percent of commission errors inflated the actual grade. Distortions occur soon after graduation, remain(More)
The bibliographical citations for all resources, both in print and electronic, appearing in this framework are listed in this section. Note: The publication data in this section were supplied by the Curriculum Frameworks and Instructional Resources Division, California Department of Education. Questions about the references should be addressed to that(More)
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