A Comparison of Pictorial and Narrative Learning Mediators in Lower- and Middle-Class Children
Bibliographic Data
| ID | 10121728 |
|---|---|
| Authors | E Schultz (Milligan College, corresponding author), E Eugene Schultz, Karen E Woodall (University of North Carolina at Asheville) |
| Year | 1980 |
| Volume | 102 |
| Issue | 1 |
| Pages | 147-152 |
| Publication date | 1980-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1980.9920973 |
| OpenAlex | W2060775646 |
| Language | EN |
| References cited | 8 |
Third- and fourth-grade boys and girls (N = 126) were presented 10 stimulus words, then were given either (a) pictorial illustrations of stimulus words, (b) instructions to construct stories out of stimulus words, or (c) no pictorial illustrations or mediational instructions. After a short retention interval, Ss engaged in free recall. Pictorial mediators increased recall compared to the narrative mediator and control conditions, which did not differ reliably. No effects as a function of socioeconomic status were observed. Results provide support for the dual coding hypothesis. Although previous research has shown that narrative mediators are effective mnemonic cues for adults, these mediators are relatively ineffective for younger children. The overt activity of writing down a story in the narrative mediator condition may have interfered with other information processing activities
Art · Cognitive psychology · Developmental psychology · Literature · Mnemonic · Narrative · Recall · Stimulus (psychology · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
| Highly cited | No |
|---|