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ERIC Number: ED045199
Record Type: RIE
Publication Date: 1970-Apr
Pages: 19
Abstractor: N/A
Reference Count: 0
Implications of Mnemonics Research for Cognitive Theory.
Reese, Hayne W.
A skilled cognitive theorist might help behaviorists resolve inconsistencies found from their experimentation with imaginal mnemonics in paired-associate and serial learning tasks. Iconic cognition which relegates verbal processes to short-term storage and output systems is inadequate to explain the verbal coding and elaboration processes suggested by some recent research findings. Moreover, verbal elaboration plus imagery has been found to be effective in promoting learning not only for college students and older children but also for kindergarten children and older preschool children. For young preschool children imaginal elaboration seems to be less effective than verbal elaboration. Experimental results themselves seem contradictory and are contradictory to Bruner who theorizes that cognition in young children has an iconic basis rather than a verbal basis. In behavioristic models, images are conditioned sensations while in cognitive models they are dynamic and change according to formistic principles. A total of 31 postulates and 17 deductions illustrate some considerations necessary in demonstating that mnemonics data may seem inconsistent with behavioristic theories, but are consistent with a cognitive theory. Cognitivists are invited to engage in research on the problem. (WY)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Kansas Univ., Lawrence. Kansas Center for Research in Early Childhood Education.
Note: Paper presented at the Southeastern Conference on Research in Child Development, Athens, Georgia, April 1970