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ERIC Number: ED221549
Record Type: Non-Journal
Publication Date: 1981-Aug
Pages: 23
Abstractor: N/A
Reference Count: N/A
Effects of Verbal and Visual Elaborations on Concept Learning.
Edelstein, Ronald A.
Theories of cognitive processing suggest specific effects result from different elaboration treatments. To test this assumption, 125 high school students were randomly assigned to read concept materials containing adjunct elaborations that varied by elaboration type (mnemonics, schematics, or metaphors) and presentation mode (verbal or visual). To permit generalizibility, elaborations were constructed using domain specifications, and treatments were repeated across three subject categories. Post tests revealed that visual mnemonic elaborations are the most effective for higher order comprehension. Compared to a reread-only group, visual schematic and visual metaphors were significantly less effective on tests of recall and comprehension. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A