Pictorial organization versus verbal repetition of children’s prose: Evidence for processing differences

Ruch, Michael D.; Levin, Joel R.

doi:10.1007/bf02769763

Cited by 22 publications

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“…1 Of equal interest as the picture effects, but for other reasons, is the complete lack of facilitation due to either experimenter-provided repetitions or visual imagery instructions. Concerning the former, in contrast to previous research with normal children (Levin et al, 1976;Ruch & Levin, 1977), simply repeating each sentence of the story did not boost the present EMR children's performance. Thus, whatever mechanism is activated by repetition in normals (e.g., attention or rehearsal) was not activated here; or at least, it did not materialize in learning gains.…”

Section: Discussioncontrasting

confidence: 99%

“…Since memory for the sound of the exact words used in the passage is not helpful, it is assumed that these questions can be answered only if the passage was understood. Ruch and Levin (1977) and Peng and Levin (Note 2) found that experimenterprovided pictures facilitated normal secondand third-grade children's recall of both verbatim and paraphrase cued story information. Interestingly, however, Ruch and Levin also found that experimenter-provided repetitions facilitated verbatim, though not paraphrase, cued information.…”

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confidence: 99%

“…In the former repetition control condition, subjects heard each sentence of the story twice. Such experimenter-provided repetition controls for the possibility that pictures do little more than provide a second exposure to the story and has been demonstrated to be helpful with normal children (Levin, Bender, & Lesgold, 1976;Ruch & Levin, 1977). The latter control group was allowed to hear the story only once and was given no special props or instructions; the initiation of any learning strategy, such as silent rehearsal, was left up to the subject.…”

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Pictures, imagery, and retarded children's prose learning.

Bender¹,

Levin²

1978

Journal of Educational Psychology

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Ninety-six educable mental retardates, ages 10 to 16 years, were randomly assigned to one of four experimental conditions to listen to a 20-sentence story. Picture subjects viewed illustrations of the story, imagery subjects were instructed to generate mental pictures of the story, repetition control subjects heard each sentence of the story twice, and control subjects simply listened to the story once. Planned comparisons revealed that picture subjects recalled more story information than did subjects in all other groups. Differences among the other conditions, age by conditions interactions, and age differences per se were not statistically significant. A number of theoretically and practically interesting issues are discussed in the context of recent prose learning findings with normal children.The competent learner, when faced with a learning task, will usually first assess its demands and then engage in an appropriate information-processing strategy. The retarded learner, in contrast, is a much more passive participant, often failing to think about the material in any meaningful way that will facilitate memory for its content. Brown (1974) proposed that normal-retardate learning differences can frequently be traced to the failure of retardates to engage in any strategic behavior. She offers evidence, however, that educable mentally retarded (EMR) adolescents can learn at near-normal levels when instructed in the use of a strategy to mediate their learning-a finding that is consistent with the notion

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Section: Discussioncontrasting

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