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Geheue - aard en verband met skoolprestasie

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dc.contributor.author Meyer LJB en
dc.date.accessioned 2016-09-26T06:04:31Z
dc.date.available 2016-09-26T06:04:31Z
dc.date.created 1976 en
dc.date.submitted 1978 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/163419
dc.description.abstract This research was undertaken in an attempt to determine if the functions of the memory can be divided into different categories and whether these can be distinguished with the aid of available cognitive tests. Very little research could be found which shows a direct correlation between the memory function and school achievement. The research mostly concentrates on the relation between general intellectual ability and school achievement. In view of the aims of this study it has been decided to make use of the following cognitive tests to measure memory: Wechsler Bellevue Intelligence-Scale, the New South African Individual Scale, and the Senior Aptitude Test. The tests were conducted in a group situation. Some of these tests are not group tests and were adapted to meet the demands of a group situation. A sample group of 645 first year students at the University of Pretoria, divided into a BA and a B.Sc sub-group, was subjected to the tests during the orientation week at the beginning of the 1976 academic year. An attempt was made to ascertain from correlation coefficients, average and mean scores and factor analyses whether there was a significant correlation between a subject's performance in the memory tests and his/her sex and the course he/she was following, whether memory functions can be divided into different categories, certain factors or theoretical constructs are responsible for the correlations between the variables, and memory plays a part in school achievement. The research proved that: there is a significant correlation between sex and performance in memory tests. Memory functions cannot be divided into different categories. There seems to be a basic or general memory function which overlaps with other specific memory functions. Long term and short-term memory cannot summarily be regarded as distinctly separate functions and must rather be placed on a continuum with one storing mechanism. Memory plays a significant role in school achievement. Long term memory for semantic systems, concept formation and logical reasoning plays a significant part in the school achievement of BSc. male students, while Information, NSAIS paragraphs and SAT paragraphs play a significant role in the/that of BSc female students and BA male and female students. en
dc.language Afrikaans en
dc.subject Psychology en
dc.subject Counselling psychology en
dc.subject 020 Education en
dc.title Geheue - aard en verband met skoolprestasie en
dc.title.alternative Memory - its nature and connection with school performance en
dc.type Masters degree en
dc.description.degree MA(Psych) en


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