Abstract
Describes 3 experiments which investigated imagery instructions and drawings in verbal learning in 3 populations: college (n = 91), high school seniors (n = 80), and 4th- and 5th-grade students (n = 93). 4 treatment conditions were used: strategy drawings, nonstrategy drawings, strategy nondrawings, and nonstrategy nondrawings. College Ss receiving strategies performed significantly better (p < .05) on the posttest than groups not receiving strategies. Groups receiving strategies, drawings, or both strategies and drawings performed significantly better than the group receiving neither. High school Ss' performance indicated no significant variance between groups. The experiment with elementary students included an overt behavior condition in the nondrawing treatment. Results indicate 2 main effects to be significant (p < .01) and an ordinal interaction between grade and drawings (p < .05). Implications for instructional designers are discussed. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 188-192 |
| Number of pages | 5 |
| Journal | Journal of Educational Psychology |
| Volume | 67 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1975 |
| Externally published | Yes |
Keywords
- imagery instructions &/or drawings, learning prose, college vs high school vs elementary school students