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ERIC Number: ED089194
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
A Comparison of Pictorial and Written Adjunct Aids in Learning from Text.
Snowman, Jack; Cunningham, Donald J.
The present study was designed to replicate findings concerning the effect of question position on retention of practiced and non-practiced information and to further evaluate the robustness of the mathemagenic concept by comparing the effectiveness of subject-generated pictures as adjunct aids with written multiple choice questions. The subjects were 63 undergraduate students from three introductory educational psychology courses. The following hypotheses were tested: performance on practiced questions will be significantly higher than on non-practiced questions; where adjunct aids appear after textual passages, performance will be significantly higher than where they appear before those passages; those groups with pictorial adjunct aids will perform at least as well or better than those groups with written adjunct aids; and all experimental groups will significantly outperform the control group on practiced questions. Of the four hypotheses tested, the first three were fully supported and the fourth was partially supported. (Author/RB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A