Abstract
Describes an instrument developed to determine whether an individual learns relatively better from pictures than from words. The paired-associate learning task (ideally, group-administered) consists of lists of both pictorial and verbal items from which different types of learners are identified (e.g., Ss who perform well on both pictures and words, those who perform poorly on both pictures and words, or those who perform well on pictures and poorly on words). Based on data from 4th and 6th graders, repeated classifications of the Ss were found to be quite consistent in Exp I. In Exp II, Ss were given either visual imagery instructions or not given instructions for performing a reading comprehension task; in this situation, the instrument also identified those Ss for whom self-generated visual imagery would constitute an effective organizational strategy. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English |
|---|---|
| Pages (from-to) | 296-303 |
| Number of pages | 8 |
| Journal | Journal of Educational Psychology |
| Volume | 66 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1974 |
Keywords
- development of instrument for measuring individual differences in learning from pictures & words using pictorial & verbal paired-associate learning task, 4th & 6th graders
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
