ERIC Number: ED223218
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
An Analysis of the Consistency and Effects of Reported Learning Strategy Use by Third and Fourth Graders.
Hannafin, Michael J.
The consistency of verbal and/or visual learning strategy and the effects of such strategies on the recall of concrete and abstract prose by third and fourth grade students were investigated. Using a learning strategy screening procedure, students were classified as demonstrating high, medium, or low dominance of verbal or visual learning strategies. Students then saw and/or heard an 18-minute children's story, via audiotape, slide-tape, or a synchronized audio-slide-tape presentation. Upon completion of the presentation, a 24-item recall test--12 items measuring recall of abstract content and 12 measuring recall of concrete content--was administered. As predicted, the combined audiovisual presentation yielded superior recall of both concrete and abstract content. The picture-only presentation yielded greater recall of concrete content than the oral-only presentation, but no differences were found for abstract content. Contrary to expectations, neither strength of reported strategy nor the interaction between learning strategy and presentation modalities was significant. Six references are listed. (Author/LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.