Elaboration instruction and verbalization as factors facilitating retarded children's recall.

Taylor, Arthur M.; Josberger, Marie; Whitely, Susan E.

doi:10.1037/h0034610

Cited by 8 publications

(3 citation statements)

References 25 publications

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“…Previous work on associative and prose (Levin, 1973) learning has shown benefits when mediation was in close temporal proximity to the presentation of the to-be-learned material. Similarly, mediation has been found to be more effective in retardates of a mental age close to that of our normal subjects when a mediation response was elicited after each word pair (Taylor, Josberger, & Whitely, 1973). Thus, picture production after each sentence (rather than after each passage) was expected to improve performance.…”

Section: Experiments 2a and 2bsupporting

confidence: 55%

Pictures and young children's learning from oral prose.

Lesgold¹,

Levin²,

Shimron³

et al. 1975

Journal of Educational Psychology

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Wo report, several experiments examining the effects of overt illustration on first graders' learning from oral prose. In all experiments, children hoard prose selections after (or during) which they illustrated selection content with plasticized figure cutouts and background scenes. Control subjects copied or colored geometric forms during the illustration period. After hearing three or five passages, subjects orally recalled passage content and answered simple factual questions about each passage. Illustration facilitated prose learning only when the child was given the correct pieces for his illustration or had the illustration done for him. When children selected the pieces for each illustration out of a common pool of 20-30 cutouts, illustration activity had either negative or no effect.

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Section: Experiments 2a and 2bsupporting

confidence: 55%

Pictures and young children's learning from oral prose.

Lesgold¹,

Levin²,

Shimron³

et al. 1975

Journal of Educational Psychology

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“…Several studies have shown that performance is facilitated when children verbalize strategies to be followed, other types of performance aids, or material to be recalled (Asarnow & Meichenbaum, 1979;Coates & Hartup, 1969;Jackson & Calhoun, 1982;Keeney, Cannizzo, & Flavell, 1967;Meichenbaum & Goodman, 1971;Schunk, 1982;Taylor, Josberger, & Whitely, 1973;. At the same time, no benefits of overt verbalizations have been obtained (Coates & Hartup, 1969;Denney, 1975;Denney & Turner, 1979).…”

mentioning

confidence: 99%

Strategy Self-Verbalization During Remedial Listening Comprehension Instruction

Schunk

Rice²

1984

The Journal of Experimental Education

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Abstract:This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy selfverbalization to other language skills and should explore the effects of covert fading. Article:Much attention has been directed recently toward the role of private speech in cognitive self-guidance among children (Fuson, 1979;Harris, 1982aHarris, , 1982bMeichenbaum & Goodman, 1971). Private speech refers to the set of speech phenomena that has a self-regulatory function but is not socially communicative (Zivin, 1979). This emphasis on private speech derives historically from the work of Vygotsky (1962), who believed that private speech helped to develop thought through its role in organizing behavior. According to Vygotsky, children employed private speech to help them understand situations and surmount difficulties. Vygotsky hypothesized that overt private speech followed a curvilinear developmental pattern in that it increased until ages 6-7, but then declined and became primarily covert by ages 8-10; however, overt private speech could occur at any age when people encountered obstacles.One research application of this view has explored how overt self-verbalization affects children's performances on cognitive tasks.

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“…Undergraduates, reading more vivid versions of paragraphs, have also indicated higher recall related to increased imagery (Montague & Carter, 1973). However, Taylor, Josberger, and Whitely (1973), studying the effects of elaboration instruction and overt verbalization on recall in young educable MR children, found that imagery training was not more effective than sentence elaboration. Zupnick and Meyer (1975), investigating the long-term effectiveness of imagery instruction with similar subjects, concluded that the method facilitated only short-term learning and retention efficiency.…”

mentioning

confidence: 99%

Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency

Reing

1978

J Spec Educ

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The study developed and used a self-report graphic Multisensory Imagery Scale (MIS) to analyze imaginal behavior and to test the hypothesis that multisensory imagery is a specific teacher competency associated with effective pedagogy, particularly in special education. The MIS was field-tested, abbreviated, performed on teacher-trainees, examined for test-retest reliability, and compared to performance criteria. Twenty imageevoking phrases of the MIS, cumulatively self-scored for the six sensory areas, yielded consistent imagery responses in agreement with ratings of lesson plans and teaching. The data defended the hypotheses, indicated the scale's limited usefulness as a criterion for evaluating groups of interns and training programs, and implied support for competencybased teacher education if properly validated.Although competency-based teacher education and certification (CBTE/C) is currently viewed as a major reform movement in education, the overriding issue remains: &dquo;research on teaching has not been able to turn up such a set of competencies&dquo; (Turner, 1975, p. 9). Not only have the conceptual underpinnings of CBTE been questioned (Houston, 1974), so have the validity and effects of arbitrarily selected lists of teacher-competencies (Brophy & Everston, 1974). Investigators agree that empirical research is needed to validate pedagogic competencies, especially before they are accepted as performance criteria in teacher-internship programs (Shores, Cegelka, & Nelson, 1973). Rosner (1973) also predicted that new materials and measures designed to foster teacher competencies could radically alter all of teacher educationonce research justifies CBTE and monies are committed to such costly programs. Pettigrew (1974) found promise of improved teacher functioning in multicultural settings attributable to CBTE. Edgar and Neel (1976) cautioned, however, that a direct functional relationship between teacher behavior and changes in pupil performance has not been empirically verified, to date, because of complex measurement factors. Gillespie and Sitko (1976), in their CBTE/C model, focused on the special education teachers' pivotal position in the decision-making process for formulating instructional strategies. Current studies (Reing, Note 1 ) continue to search for methods to link specific teacherteaching behaviors and approaches to the amelioration of learning and social disorders in the mentally retarded (MR).

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Elaboration instruction and verbalization as factors facilitating retarded children's recall.

Cited by 8 publications

References 25 publications

Pictures and young children's learning from oral prose.

Pictures and young children's learning from oral prose.

Strategy Self-Verbalization During Remedial Listening Comprehension Instruction

Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency

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