Partial pictures as imagery-retrieval cues in young children's prose recall

Ruch, Michael D.; Levin, Joel R.

doi:10.1016/0022-0965(79)90089-4

Cited by 26 publications

(14 citation statements)

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“…In the present study, the thirdorder effect among sex of subject, imagery instructions, pictures in story, and pictures in questioning was marginally significant [F(I,64) = 4.00, P < .05], with no other interaction approaching statistical significance (ps > .10). A direct comparison between Ruch and Levin (1979) and the present study is possible if one considers the imageryinstructed groups' recall performance with and without partial pictures. Ruch and Levin (1979) found that subjects who were provided with partial pictures during story and questioning were superior in recall to those children who were not provided with partial pictures and those who were provided only with partial pictures during story presentation.…”

Section: Resultsmentioning

confidence: 99%

“…A direct comparison between Ruch and Levin (1979) and the present study is possible if one considers the imageryinstructed groups' recall performance with and without partial pictures. Ruch and Levin (1979) found that subjects who were provided with partial pictures during story and questioning were superior in recall to those children who were not provided with partial pictures and those who were provided only with partial pictures during story presentation. The last two groups' recall scores were virtually identical.…”

Section: Resultsmentioning

confidence: 99%

“…A theoretical consideration in the present study was to assess the validity of the retrieval inefficiency hypothesis (e.g., Ruch & Levin, 1979). One prediction generated from Ruch and Levin's model is a Picture During Story by Picture During Questioning interaction, with the picture accompanying presentation and questioning superior to all other conditions.…”

Section: Resultsmentioning

confidence: 99%

“…The subjects who were shown partial pictures during the story phase of learning did not differ in recall from controls; however, recall was superior to that of controls for subjects who were shown partial pictures during the questioning phase of the study. Ruch and Levin (1979) concluded that the prob· lem for young children is not imagery generation, as suggested by Guttman et al (1977); rather, it is image retrieval. That is, the presentation of the partial picture during questioning served as a cue for retrieval of gener:.…”

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confidence: 99%

“…Guttman et al concluded that they replicated the developmental imagery effect in children's prose learning. Ruch and Levin (1979) extended the Guttman et al (1977) study with fust·grade children using one addi· tional condition, a partial picture, which was presented during the story and the questioning phases (i.e., rein· stated picture condition). The subjects who were shown partial pictures during the story phase of learning did not differ in recall from controls; however, recall was superior to that of controls for subjects who were shown partial pictures during the questioning phase of the study.…”

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Prose recall in first-grade children using imagery, pictures, and questions

Wooldridge

Nall

Hughes

et al. 1982

Bull. Psychon. Soc.

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Recent studies suggest that children younger than 8 years old fail to use imagery instructions, resulting in memorial deficits. This inferior recall performance has been ascribed to encoding, storage, and/or retrieval deficiencies. One method recently used to assess the encoding/storage vs. the retrieval effects of imagery instructions on recall is to employ imagery instructions with or without a partial picture during the learning and/or recall phase of the study. The present study employed a 2 (imagery, no-imagery instructions) by 2 (partial picture during story, no par· tial picture during story) by 2 (partial picture during questioning, no partial picture during questioning) factorial design, with first·gradechildren as subjects. Recall of items specified in narrative passages was the dependent variable. Recall of narrative prose for 6-year-old children was consistently facilitated by partial pictures during story presentation. Imagery instructions were ineffective in facilitating recall.Child researchers have become increasingly interested in imagery as it relates to cognitive development. Pressley (1977), for example, suggests that the age span of 5-8 years is the crucial period in the development of imagery in cognitive processes. Piaget and Inhelder (1971) suggest that cognitive stages are highly related to the child's ability to manipulate images.Most of the recent child research has focused on the question of whether young school·age children employ imagery strategies as effectively as older children. Lesgold, Levin, Shirnron, and Guttman (1975) and Rohwer (1973) suggest that a lower probability exists in younger children relative to older children in their use of images. Current developmental research tends to sup· port their position. For example, Shirnron (1975) found that although recall performance of narrative passages was facilitated by imagery instructions presented to fourth·grade children, imagery instructions failed to aid recall memory of fust.graders. Guttman, Levin, and Pressley (1977) were concerned with the possible inter· active effects of imagery and visually presented illustra· tions on the recall of a prose passage. The research paradigm included a control condition in which only the story was read, an imagery instruction condition, a group that was shown a complete picture during the story, and a group that received the story accompanied by partial pictures. These partial pictures contained all the information included in the story except the to·be· remembered item. Thus, the object of interest (e.g., a

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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