NotesFAQContact Us
Search Tips
ERIC Number: ED207494
Record Type: RIE
Publication Date: 1981-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
Student Learning of Concrete and Abstract Prose Under Systematically Varied Media Presentations.
Carey, James O.; Hannafin, Michael J.
This study examines the relationships among oral, visual, and a combination of oral and visual presentational stimuli; concrete or abstract types of content; and high or low verbal learner ability. The 248 third grade students either heard a short story, watched pictures showing the same short story, or heard and watched a combination of the oral and picture presentations. Student recall of concrete and abstract information was measured by a 28-item, constructed-response test immediately after and again two weeks after the presentations. Students learned as much or more concrete and abstract information from pictures as from oral prose, and learned the most information from the combination of oral prose with pictures. Mislearning of concrete and abstract information was identified as the repeating of the same incorrect response on both immediate and delayed tests, and was higher from the picture presentation than from the oral presentation, and lowest from the combination of oral prose with pictures. Interactions were not found among types of presentational stimuli, types of content, and levels of learner ability. Two tables of data and a bibliography of 11 items are included. (Author/CHC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Philadelphia, PA, April 6-10, 1981). Not available separately: see IR 009 554.