One hundred and sixty kindergarten and first-grade children listened to a narrative passage under one of five experimental conditions. Contrary to research with older children, prelearning imagery instructions did not facilitate subsequent recall of story information. Neither did concrete support in the form of intermittently provided pictures produce any recall gains for unpictured story information, even though such support had a marked positive effect on recall of pictured information. The pattern of several children's prose-learning studies, including the present one, is consistent with the hypothesis that the ability to apply a self-generated imagery strategy is developmentally based. Recent findings in the associative-learning literature lend additional support to this interpretation.
Bibliographical noteFunding Information:
This research was funded by the Wisconsin Research and Development Center for Individualized Schooling, supported in part as a research and development center by funds from the National Institute of Education (Center NE-C-00-3-0065). The opinions herein do not necessarily reflect the position or policy of the National Institute of Education and no official endorsement by the National Institute of Education should be inferred. The research is part of the first author’s masters thesis, and was conducted while the second author was visiting the Foundations of Education Department at the University of Houston. We are grateful to Professors Herbert Klausmeier and Robert Davidson for serving on the thesis committee and to Lynn Sowle for typing the paper. Requests for reprints should be addressed to Joel R. Levin, Wisconsin R & D Center, 1025 West Johnson Street, Madison, WI 53706.
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