Maps, Mode of Text Presentation, and Children’s Prose Learning

Bibliographic Data

ID8221815
AuthorsR Robert Abel (Arizona State University), Roman Abel (0000-0002-4589-4306, Arizona State University, corresponding author), Raymond W Kulhavy (Arizona State University)
Year1986
Volume23
Issue2
Pages263-274
Publication date1986-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/00028312023002263
OpenAlexW1994700642
LanguageEN
Citations received4
References cited12

This study examined the effects of reference maps on what children remember from written and aurally presented discourse. Subjects were presented one of three maps that varied in feature configuration and spatial distribution, and were asked to study these maps before reading or listening to a related story. Results of tests across both prose and maps conflicted with previous research in which learners appeared unable to maintain visual images while reading. We found essentially no differences in recall due to mode of text presentation, but the type of map that was presented profoundly influenced recall from both the text and the map. Maps that had pictorial features logically organized according to passage content greatly increased the learning of text that was related directly to map content. This indicates that maps serve a mnemonic-like function for remembering prose

Active listening · Cognition · Cognitive map · Cognitive psychology · Content (measure theory · Feature (linguistics · Linguistics · Mnemonic · Mode (computer interface · Presentation (obstetrics · Reading (process · Recall · Communication · Computer Science · Mathematics · Psychology · Reading and Literacy Development · Spatial Cognition and Navigation · Visual and Cognitive Learning Processes

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