The Formation of Learning Sets on Thee Discrimination Problems by Five- to Six-Year-Olds Page: 38
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38
Sets III and IV, between Sets IV and V, or between Sets III
and V. These results indicated that Group II improved sig-
nificantly in performance through Set III, but this group
failed to improve their performance on Sets IV and V.
Table XIV depicts the differences between the five sets
of problems for Group III. The difference between Set I and
TABLE XIV
TABLE OF DIFFERENCES FOR GROUP III
Set
II
III
IV
V
Performance
Means
I
1.50*
• • •
• • • *
• « *
J—*
U>
CO
o
II
• • •
1.27**
• • • «
• mm
15. 30
III
• « •
• • •
1.10***
• • •
16.57
IV
• • •
• • •
« • * •
1.26**
17. 67
V
# • •
• * •
• • * •
• • •
18.93
**Statistically significant at P > .01.
***Statistically significant at P > .05.
Note: N = 150.
Set II was 1.50, and this yielded a t ratio which was signi-
ficant at the .005 level of confidence. The difference of
1.27 between Set II and Set III yielded a t ratio which was
significant at the .01 level. The 1.10 difference between
Set III and Set IV yielded a t. ratio which was significant
at the .05 level of confidence. The difference of 1.26
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Ahlers, Shirley Mae, 1931-. The Formation of Learning Sets on Thee Discrimination Problems by Five- to Six-Year-Olds, dissertation, January 1968; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc164276/m1/43/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .