Imagery and Children’s Learning: Putting the Picture in Developmental Perspective

Pressley, Michael

doi:10.3102/00346543047004585

Cited by 166 publications

(48 citation statements)

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“…See Levin (1981aLevin ( , 1983 and Higbee ( 1977Higbee ( , 1987 for exarnples. Many of these applications are specific instances --;., of the keyword metbod, a procedure devised by Atkinson and Raugb (1975) and originally adapted to child learning by Pressley (1977;. The keyword metbod is easily understood by considering a few exarnples.…”

Section: Types Of Elaborative Strategiesmentioning

confidence: 99%

“…7. Suffice to say in closing this subsection that there are many demonstrations of impressive learning gains associated witb tbe provision of elaborations both to normal and special child populations (e.g., Levin, 1982Levin, , 1985aLevin, , 1985bMastropieri et al ., 1987;Pressley, 1977;Taylor & Thrnure, 1979;Thrnure & Lane, 1987).…”

Section: Some Elaborative Strategies Can Be Carried Out By Older But mentioning

confidence: 99%

“…An imaginal elaboration might be an intemal represention of a cat rolling the apple around, for example, an old yellow cat that one knew as a child playing with an apple that fell from the apple tree in the yard of the house that one grew up in. There has been anecdotal evidence for more than two millenia that creation of such elaborations improves memory (Yates, 1966), although systematic and programmatic study of paired-associate elaboration processes has been conimed to the last 25 years (Pressley, 1977;Reese, 1977). Although an enormous amount of important information about memory d~velopment was generated within the paired-associate paradigm, researchers who are interested in associative elaboration strategies now consider processing of a variety of materials.…”

Section: Introduction To Paired-associate Elaborationmentioning

confidence: 99%

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Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

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Section: Types Of Elaborative Strategiesmentioning

confidence: 99%

Section: Some Elaborative Strategies Can Be Carried Out By Older But mentioning

confidence: 99%

Section: Introduction To Paired-associate Elaborationmentioning

confidence: 99%

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Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

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310

261

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“…La Fase 3, lectura en voz alta, requiere ayudas visuales en la medida en que desarrolla esquemas y proporciona al alumno una base concreta. Se utiliza la estimulación de la formación de imágenes como una ayuda para la consecución de la comprensión (Miccinati, 1982;Pressley, 1977). La predicción dirigida, una estrategia verificada (Collins y Smith, 1982;y Fielding, 1982, forma también parte de la fase 3.…”

Section: Un Fundamento Para La Practica Adecuadaunclassified

La actividad de escucha estructurada: un modelo para mejorar la comprensión oral

Choate¹,

Rakes²

1989

Comunicación, Lenguaje y Educación

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A pesar de que muchas publicaciones actuales reconocen a la comprensión oral como un componente integrante del currículum elemental, la mayoría de las indicaciones didácticas que se desprenden se basan en actividades del tipo «cómo hacerlo»; estos tratamientos tienden casi a ignorar elementos tan importantes como el pensamiento localizado, el interrogatorio estructurado, las predicciones, el modelado, la retroalimentación dirigida, y el autocontrol. Tanto si se ha considerado como escucha, audición, comprensión del lenguaje oral o correcto procesamiento del lenguaje, hay poca investigación al respecto.Pocos pondrían en duda que la escucha forma parte de la metodología de enseñanza. Hace unas tres décadas, Wilt (1950) manifestó que el 60% de la jornada que el niño pasa en la escuela primaria la dedica a escuchar. Aparentemente, esta práctica no ha cambiado sustancialmente hasta la fe«The Structured Listening Activity: A model for improving listening comprehension». The Reading Teacher. Noviembre,[194][195][196][197][198][199]. Reproducido con autorización de Joyce S. Choate y Thomas A. Rakes y la International Reading Association C). Traducción al castellano, CL &E, 1989 (Traducción de Carmen Trillo. La I.R.A. no se responsabiliza de la adecuación de la traducción). * «Listening Comprehension» en el original. En algunos lugares hemos optado por comprensión oral para facilitar la legibilidad del texto. Literalmente podría traducirse como «compren-sión a través de la escucha» y se sobreentiende que de una exposición habitualmente leída.

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“…On the test trial, the children were presented with both original and repaired items in the same mode as study for an old vs. new recognition response. The results indicated that visual-object presentation was superior to both haptic-object and aural-label presentations, which did not differ from each other.An important issue in children's paired associate learning is the identification of effective modes for presenting to-be-remembered (TBR) stimuli (e.g., Pressley, 1977;Reese, 1977 ;Rohwer, 1973). A frequent comparison in the literature has been between the verbal presentation of object labels vs. the visual presentation of object drawings.…”

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confidence: 99%

Analysis of haptic, visual, and verbal presentation mode effects in children’s paired associate learning

Kee

Davis

1979

Bull. Psychon. Soc.

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The experiment was conducted to assess the relative effectiveness of three different presentation modes on children's paired associate learning. Thirty-six second-grade children served as subjects. A study-test paired associate recognition procedure was used. The study trial consisted of the presentation of a 20-pair list of common objects in one of three different presentation conditions: haptic object vs. visual object vs. aural label. On the test trial, the children were presented with both original and repaired items in the same mode as study for an old vs. new recognition response. The results indicated that visual-object presentation was superior to both haptic-object and aural-label presentations, which did not differ from each other.An important issue in children's paired associate learning is the identification of effective modes for presenting to-be-remembered (TBR) stimuli (e.g., Pressley, 1977;Reese, 1977 ;Rohwer, 1973). A frequent comparison in the literature has been between the verbal presentation of object labels vs. the visual presentation of object drawings. In such comparisons, the usual finding is that visual presentation is associated with a higher level of paired associate performance than verbal presentation (e.g., Rohwer , Kee, & Guy, 1975). Research also suggests that the haptic-object mode of presentation can influence children 's paired associate performance. For example, Irwin (1971) demonst rated that paired associate performance is enhanced when children are allowed to handle and look at TBR toy objects relative to merely looking at the objects side by side. A complementary finding has been reported by Wolff and Levin (e.g., Wolff & Levin, 1972;Wolff, Levin, & Longobardi, 1972). In the Wolff and Levin research, children given an opportunity to act out an interaction between the TBR toy objects under interactive imagery instructions are typically associated with a higher level of paired associate performance than children who are only allowed to look at the TBR objects side by side under the imagery instructional prompt.The studies concerning the influence of haptic-object presentation on children's paired associate learning clearly indicate that this type of presentation can augment the performance associated with visual-object presentation. However, the effectiveness of the hapticobject mode relative to the verbal or pictorial modes is -unknown . Thus, the present study was designed to provide an evaluation of the relative effectiveness of the three different presentation modes in children's paired associate learning. METHOD Subjects and DesignThirty-six second-grade children with a mean age of 7.85 years (SD =4.31 months, range =7.25-8.83) from the high socioeconomic status community of Beverly Hills, California, participated as subjects in the experiment. The children were randomly assigned to one of the three presentation conditions in the study : haptic object vs. visual object vs. aural label.Materialsand Procedure A 2Q-pair list of common toy objects (e.g., balloon, car, sho...

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Imagery and Children’s Learning: Putting the Picture in Developmental Perspective

Cited by 166 publications

References 118 publications

Memory Development Between 2 and 20

Memory Development Between 2 and 20

La actividad de escucha estructurada: un modelo para mejorar la comprensión oral

Analysis of haptic, visual, and verbal presentation mode effects in children’s paired associate learning

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