Concreteness and imagery effects in the written composition of definitions.

Sadoski, Mark; Kealy, William A.; Goetz, Ernest T.; Paivio, Allan

doi:10.1037/0022-0663.89.3.518

Cited by 67 publications

(57 citation statements)

References 36 publications

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“…Reduced visuospatial sketchpad capacities are reflected in an increase in prewriting duration (more planning difficulties), as well as a decrease in compositional fluency (Levy, White, Lea, & Ransdell, 1999) and the message's informative quality (less detailed: Kellogg, Olive, & Piolat, in press). These effects are particularly noticeable if the text or sentence content is concrete and relies on mental imagery (Sadoski, Kealy, Goetz, & Paivio, 1997;Passerault & Dinet, 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Text composition by deaf and hearing middle-school students: The role of working memory

Alamargot

Lambert

Thebault³

et al. 2006

Read Writ

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The aim of this study was to compare the compositional performances of deaf and hearing students and to investigate the relationships between these performances and working memory capacities. Fifteen prelingually deaf, sign-using students and 15 hearing students composed a descriptive text and performed working memory tasks. The deaf students had poorer compositional performances in terms of fluency and spelling. They also displayed shorter writing and phonological spans. Correlations indicate that greater visuospatial capacity is associated with better conceptual processing in hearing students, but with an increase in grammatical errors in both deaf and hearing students. In the conclusion, we evoke ways of improving writing skills in deaf students in relation to working memory.

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Section: Theoretical Frameworkmentioning

confidence: 97%

Text composition by deaf and hearing middle-school students: The role of working memory

Alamargot

Lambert

Thebault³

et al. 2006

Read Writ

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show abstract

“…Some dual coding theorists argue that words for concrete objects are easier to image mentally than relatively abstract verbal concepts and are, hence, processed differently (Sadoski & Paivio, 2001). For example, Sadoski, Kealy, Goetz, and Paivio (1997) found that subjects produced lengthier definitions in less time when the words being defined stood for items that were relatively more concrete. Since the natural and man-made landmarks that typically serve as map features are characteristically concrete, they may be especially easy to image mentally and encode in visual storage, even when encountered only in prose.…”

Section: Discussionmentioning

confidence: 98%

When tactics collide: Counter effects between an adjunct map and prequestions

Kealy

Bakriwala²,

Sheridan³

2003

ETR&D

Self Cite

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“…This is not to say that nouns are always easier to learn; nouns represent the majority of the concrete language to which children are exposed. Sadoski, Goetz, Stricker, and Burdenski (2003) found concrete words combined with the use of an imagery strategy consistently resulted in weightier definitions. Considering these results and the reality that science terminology includes concrete language, strategies for the acquisition of that terminology can capitalize on this research.…”

Section: Today's Prescription For Content Knowledgementioning

confidence: 99%

A Study of the Correlation of the Use of Visuals and Learning Elementary Science Vocabulary

Lynch¹

2014

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This mixed methods study examines the correlation of effective visuals and science vocabulary acquisition and asks the question, "Does the use of effective visuals enhance science vocabulary acquisition and the resulting expression of that vocabulary?" Thirty-one students from two elementary schools in Clyde, North Carolina participated in this study and were randomly assigned to four different instruction interventions: a Word Only method, in which an oral presentation of the word was given; a Picture Presentation method, in which a word was paired with a picture; an Image Creation-No Picture method, in which the participants were required to create an image of the vocabulary word presented and draw it on paper; and an Image Creation-Picture method in which participants were presented a picture and required to draw it on paper. The results demonstrated that the intervention groups of Picture Presentation and Image Creation-No Picture consistently scored a greater cumulative mean on both an immediate recall assessment, conducted 24 hours following the intervention, and the delayed recall assessment, which was conducted two weeks following the intervention. Studentperceptions gathered from open-ended interview questions further supported the interpretation that the use of visuals positively impacts student knowledge and effort.

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Concreteness and imagery effects in the written composition of definitions.

Cited by 67 publications

References 36 publications

Text composition by deaf and hearing middle-school students: The role of working memory

Text composition by deaf and hearing middle-school students: The role of working memory

When tactics collide: Counter effects between an adjunct map and prequestions

A Study of the Correlation of the Use of Visuals and Learning Elementary Science Vocabulary

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