Suggests that disabled readers can benefit from the use of mnemonic devices as they learn to recognize words and identify their meanings. (FL)

Two groups of undergraduates were forced to process a maplike organizer before or after reading a difficult prose passage concerning the formation of a meander. Subjects with little prior knowledge, provided with the organizer, recalled at a level similar to subjects with a good deal of background knowledge. (Author/CM)

Specific comparisons for a categorized set of items indicated that recall of detailed drawings and outlines was superior to recall of words. For an uncategorized set, outlines were recalled significantly better than pictures and both were recalled better than words. (Author/PN)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)

Suggests ways of using teacher-produced photographs in English and language-arts classrooms. Offers examples of how a series of pictures was used and how students responded. (RL)

Kindergarten students were taught words with or without pictures to test the focal attention hypothesis that pictures interfere with sight-word learning. In this study, pictures presented with words facilitated rather than hindered learning. (MKM)

Subjects named or categorized a picture preceded sometime earlier by itself or by its verbal label, as well as a word preceded by itself or a pictorial counterpart. Pictures clearly profited more when the task was naming, whereas words profited more when subjects performed a categorization task. (Author/GDC)

The spread of encoding concept was tested visually by having subjects view pictures which varied in contour completeness. The hypothesis was supported that as contour completeness decreased, the amount of perceptual analysis and memory performance would increase. (Author/MH)

An experiment was conducted to examine the effects of presentation mode, picture content, and serial position upon the recall of brief television news items. Fifteen items were presented in either video- or audio-only mode to 40 subjects. The results are discussed in terms of various imagery hypotheses. (Author)

The Children's Television Workshop "3-2-1 Contact" project is a series of documentary programs on science and technology subjects aimed at 8- to 12-year-olds. Based on research on children's television viewing, the series attempts to pique children's interest, alter their stereotypes of scientists, and attract them to the experience of…

This study sought to develop the picture-interpretation strategies of fourth-grade children by providing training in the use of such verbal guidelines as "Help yourself to all the given information." The program apparently helped the children produce more inferences, but did not enhance their skills in evaluating inferences. (Author/JEG)

Studies the effects of distinctive features on incomplete picture recognition for three to four year olds, five to six year olds, and adults. (Author/SS)

A total of 84 Israeli middle- and upper-middle-class nursery school, second and fifth grade children were subjects for a study investigating parallel shifts in dimensional salience and the dominance of these dimensions as organizing principles in memory. (MS)

Focuses on the effect of verbal and pictorial stimuli on paired associate learning. The discussion centers on the traditional finding that learning is easier with pictures than with words as stimuli. Hypothesizes that this effect is caused by differential coding and storing strategies for words and pictures. (Editor/RK)

A study compared the use of mnemonic strategies in using pictures for enhancing acquisition of the form and sounding of Hebrew letters by students (ages 10-15) with mild mental retardation. Results indicate that the students who were taught the mnemonic strategies learned significantly more letters than controls. (Contains references.) (Author/CR)