Date of Award
Fall 2017
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Special Education
Committee Chair
Gregory W. Smith
Committee Chair Department
Curriculum, Instruction, and Special Education
Committee Member 2
Sharon E. Rouse
Committee Member 2 Department
Curriculum, Instruction, and Special Education
Committee Member 3
Steven R. Chesnut
Committee Member 3 Department
Educational Research and Administration
Committee Member 4
Hollie G. Filce
Committee Member 4 Department
Curriculum, Instruction, and Special Education
Abstract
The goal of this research is to examine the differences of short-term memory capacity between intellectually gifted, general education, and students receiving special education services. Using foundations in memory and recall research by Atkinson and Shiffrin and Baddeley and Hitch, data was collected by replication of a previous serial position effect research design. Participants were children in grades four through six located in the southern portion of the United States. An ANOVA analysis found a statistical significance between students receiving special education and general education and gifted students. A failure to reject of the null hypothesis supported that short-term memory capacity of gifted students are not different from general education students.
Copyright
2017, Angela Foil Ellison
Recommended Citation
Ellison, Angela Foil, "Short-Term Memory Capacity and Recall of Students with and without Intellectual Giftedness: An Empirical Inquiry" (2017). Dissertations. 1464.
https://aquila.usm.edu/dissertations/1464