Effect of a relevant versus irrelevant observation stimulus on concept-identification learning.

Simon, Stanford H.; Jackson, Basil

doi:10.1037/h0025279

Cited by 5 publications

(4 citation statements)

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“…For example, the superiority of illustrations can also be attributed to their ability to attract and maintain the subject's attention to the incidental material. The pictures, in effect, could serve to focus one's attention on the incidental-learning facts, resulting in the subject spending more effective time on the relevant information in the text (Simon & Jackson, 1968). A second explanation is that illustrations may serve as attention-capturing devices by arousing curiosity (Paradowski, 1967).…”

Section: Discussionmentioning

confidence: 99%

Effects of imagery on learning incidental material in the classroom.

Goldberg¹

1974

Journal of Educational Psychology

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Two groups of 108 fifth-grade children were presented with illustrated or nonillustrated incidental information that served as content material for a spelling and a grammar exercise. Incidental learning was determined by two tests measuring retention of the content material. The incidental-learning test performance of good and poor readers and scores obtained on recognition versus recall questions were also compared. Results indicated that (a) illustration facilitated incidentallearning retention, (b) good readers retain more incidental learning than poor readers, and (c) more recognition than recall questions were answered correctly. The facilitating effect of illustration was explained according to an imagery hypothesis.

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Section: Discussionmentioning

confidence: 99%

Effects of imagery on learning incidental material in the classroom.

Goldberg¹

1974

Journal of Educational Psychology

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“…The procedures and the first task were identical to those used in the previous study (Simon & Jackson, 1967). Briefly, it consisted of two dimensions defined by the letters "d" and "h," with two levels to each dimension, defined as the upper and lower case of the letters.…”

Section: Methodsmentioning

confidence: 99%

“…In an earlier study (Simon & Jackson, 1967) the authors found that a relevant observation stimulus (R&<» significantly facilitated learning and that an irrelevant observation stimulus (IS<» significantly retarded learning, when compared to a no-observation stimulus (NSO) condition. The learning involved an initial concept identification task.…”

Section: A Center Wood Wisconsin and Marquette University Schoomentioning

confidence: 99%

The effect of the relevancy of an observation stimulus on second learning in concept identification

Simon

Jackson

1967

Psychon Sci

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“…With such a display, all Ss again repart "dynamic sequential displacement, " but with movement from Ieft to right in the top line and the opposite movement, Le., from right to left, in the bottom line, as would be expected if the effeet is central in origin. An earlier study (Simon & Jackson, 1968) showed that when a dot was used as an observation stimulus (SO) and was introduced in a concept·identification learning task, it significantly facilitated learning if it was relevant (RSO), Le., occurred over the relevant dimension, and significantly retarded learning if it was irrelevant (ISO), Le., occurred over an irrelevant dimension. This effect also occurred when the SO was introduced for the first time in a second learning task, Le., after S was familiar with the task (Simon & Jackson, 1967).…”

mentioning

confidence: 99%