The effect of verbalization during observation of stimulus objects upon accuracy of recognition and recall.

Kurtz, Kenneth H.; Hovland, Carl I.

doi:10.1037/h0061022

Cited by 81 publications

(28 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is generally recognised that performance in this sort of task may be mediated by a verbal code (Baddeley, 1976, pp. 216-217): for instance, instructing subjects to name the objects depicted reliably enhances recall performance (Bahrick & Boucher, 1968;Bower, 1970a;Kurtz & Hovland, 1953). Nevertheless, both visual and verbal intervening tasks interfere with the recall of pictorial stimuli (Cohen & Granstrom, 1968, 1970Pellegrino, Siegal, & Dhawan, 1975;Warren, 1977), and Paivio and Csapo (1 973) demonstrated experimentally that pictorial and verbal mnemonic codes operate together in a functionally independent manner.…”

Section: Discussionmentioning

confidence: 93%

The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery

Richardson

Barry

1985

Cognitive Neuropsychology

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 93%

The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery

Richardson

Barry

1985

Cognitive Neuropsychology

View full text Add to dashboard Cite

show abstract

“…It is reasonable to assume that a t least one of the effects of the preliminary training was to attach differential responses to the syllables which served to differentiate them and to reinstate them in recall. Kurtz & Hovland (1953) have also shown that explicit naming responses a t the time of training have significant beneficial effects on the recall of a series of objects.…”

Section: Discussionmentioning

confidence: 98%

Individual Differences in Intentional and Incidental Learning

Plendbrleith¹,

Postman²

1957

British J of Psychology

View full text Add to dashboard Cite

This study investigates the role of linguistic habits in the intentional and incidental learning of verbal materials. Linguistic habits determine the differential responses made to the stimulus materials during practice. The stronger the differential responses evoked by the stimulus items the better they are recalled. Similarly, individual differences in amount of recall reflect variations in the strength (conventionality) of differential responses. These relationships are more pronounced when learning is incidental than when it is intentional, and also are stronger with nonsense than with meaningful learning materials.

show abstract

“…Hardyck and Petrinovich ( 1970) concluded upon reviewing some of this literature that "learning is facilitated by an increase in the amount of vocal activity" (p. 647). Kurtz and Hovland (1953) demonstrated that Ss who verbalized the names of presented stimulus objects were able to identify correctly more of the objects on a recognition test administered one week later. Rosenbaum (1962) modified the Kurtz and Hovland procedure and introduced two other verbalization groups, one in which a peer and another in which an "expert" verbalized the name of the presented object.…”

Section: Accounts Of the Function Of Verbalizationmentioning

confidence: 99%

Note taking and student verbalization as instrumental learning activities

Weener¹

1974

Instr Sci

View full text Add to dashboard Cite

Note taking and verbalizationare considered as instrumental student activities which influence the relationship between the learning task and the learning outcomes. Research has demonstrated no significant relationships between the type of test anticipated and the amount of notes taken. The time interval between the presentation of the instructional stimuli and the criterion test does influence the amount of notes taken with a delayed test expectancy resulting in more note taking activity than immediate test expectancy. The probability of a student recalling an item on a test is greater if that item is present in the notes than if it is not present. Studies which compared note taking to no note taking conditions have shown a facilitative effect for note taking, but the effect is influenced by type of review condition and the time interval between note taking and criterion test. Research on the effects of verbalization in instructional settings has failed to show any clear benefits for methods which involve greater student verbalization.Controlled laboratory studies have shown that overt verbalization positively influences associational learning, serial learning, and discrimination learning. Alternative theoretical explanations for the effects of note taking and verbalization are discussed, and a structure for future research on these topics is provided.Research on instruction previous to 1965 tended to emphasize a comparison of the effects of different instructional methods on specified learning outcomes. The disregard for the student activities which intervened between the instructional variables and the learning outcomes was undoubtedly a reflection of the then dominant behavioristic emphasis in the study of human behavior. Much of the early instructional research was an attempt to describe the functional relationships between the characteristics of the external instructional stimuli and the observable learning '

show abstract

The effect of verbalization during observation of stimulus objects upon accuracy of recognition and recall.

Cited by 81 publications

References 4 publications

The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery

The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery

Individual Differences in Intentional and Incidental Learning

Note taking and student verbalization as instrumental learning activities

Contact Info

Product

Resources

About