ERIC Number: ED108027
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Imagery Ability and Context Modality as Factors in the Acquisition and Transfer of Concepts.
Ross, Steven M.
Subjects, differing in imagery ability, learned a list of paired associates with the presence of a verbal context related to the stimulus item, with a pictorial context related to the stimulus item, or without the presence of any context. Following testing for recall, the subjects were required to learn one of two transfer lists. Both lists were comprised of the original responses and new stimuli. In one list the new items were conceptually related to the original learning contexts, whereas in the other list they were not. The results supported the hypothesis that high-imagers would recall more words than low-imagers during acquisition, and that this effect would be most apparent when the learning context was pictorial. In addition, high-imagers were superior to low-imagers in transferring both verbal and pictorial contextual information to related and unrelated instances. These findings implied that imagery ability is a strong determinant of ability to learn and transfer contextual information presented in verbal or pictorial modalities. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Advanced Research Projects Agency (DOD), Washington, DC.
Authoring Institution: N/A
Note: Presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 3, 1975)