Pictures, partial pictures, and young children's oral prose learning

Three experiments using a total of 360 children from kindergarten and 2nd and 3rd grades examined the effects of various visual imagery and pictorial strategies on young children's oral prose-learning performance. Among the more important suggested findings are the following: (a) There are developmental differences in the ability to profit from a completely self-generated imagery strategy. (b) Children can benefit from experimenter-provided cues to generate imagery. (c) The type of cue provided is related to the kind of information recalled. An alternative procedure for assessing children's recall of a story's thematic content is also introduced. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).