ERIC Number: ED133709
Record Type: RIE
Publication Date: 1976-Aug
Reference Count: 0
The Effects of Verbally and Pictorially Induced and Imposed Strategies on Children's Memory for Text. Technical Report No. 394.
The effects of subject-generated and experimenter-provided verbal and pictorial elaboration on memory of prose were investigated in a sample of 192 fifth-grade pupils. Based on scores obtained from standardized reading tests, pupils were divided into those above, and those below, grade level. Each child read a social studies textbook passage under one experimental condition and answered 14 short-answer questions about it. Results indicated that for questions based on elaborated text, the only significant effect was for experimenter-provided pictures; for questions based on unelaborated parts of the text, there were no significant effects. Directions for future research were discussed in terms of employing different types of passages, more disparate groups of subjects, different forms of elaboration, and other dimensions related to individual differences. (Author/AA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: For related document, see CS 003 149