Traditional approaches in the study of concepts fall into two categories: (a) linguistic analysis, which investigates the already formed concepts of the subjects through verbal definition of their contents while ignoring the dynamics of concept formation, and (b) psych.ological analysis, which is concerned with the study of the psychological processes leading to formation of concepts while disregarding the role played by the verbal symbol in the process. However, there has been a trend in recent research towards integration of the aspects studied independently in the traditional categories. This psycholinguistic analysis no longer separates verbal symbols from the perceptual process in concept formation. Carroll (1958), Vygotsky (1962, and Underwood (1952), among others, have presented theoretical discussions of psycholinguistics, while Goss (1961aGoss ( , 1961b, Staats (1961), and Underwood and Richardson (1956a, 195613) have provided some examples of the psycholinguistic research dealing with concept formation.Numerous applications are feasible of such an approach to educational problems, most of which involve the formation and transmission of concepts via the medium of language. One example is the recent studies on the relationships between the stimulus modes (aural, visual, etc.) and the association responses (Bourisseau, Davis, & Yamamoto, 1965; Otto, 1962 Otto, , 1964 Otto & Britton, 1964) which seem to have a direct bearing on, among other things, the audio-visual instructional methods.Otto's earlier studies (1962, 1964) seemed to support the generally accepted principle that pictures have more sensory appeal than do printed words. However, a later, more systematic investigation by Otto and Britton (1964) revealed that the verbal (printed) mode of presentation evoked a significantly higher proportion of sense-impression responses than did the pictorial mode. A replication study by Bourisseau, Davis, and Yamamoto (1965) supported the Otto-Britton results and suggested a further examination of the influence of stimulus modes in teaching-learning processes.The fact that the mode of presentation of the same information seems to elicit different responses immediately invites the question whether such findings are a function of a specific language used as the transmission medium. If the same results, namely, the verbal (printed) mode eliciting a higher proportion of sense-impression responses than the pictorial mode, are obtained across different languages, the phenomenon obviously involves some central processes transcendent of the particular carriers of information. The present study tried to explore this possibility by employing bilinguals as subjects. PROCEDURE SubjectsEleven English-Spanish bilinguals participated in the study. The small number of subjects wm due to absence in the area of such bilingual individuals at the particular educational level desired for this study. The subjects were to be college students who were at least beyond their second year.
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