This experimental study examined the effects of two learning strategies, visualization and verbalization, on retention of verbal information and defined concepts when these are learned from expository text. Fifty-four sixth grade students read and studied a social studies lesson concerning the Industrial Revolution. One group answered embedded questions by generating drawings, while a second group answered the same questions by writing short essays. A control group read the lesson with no embedded questions. No rules for drawing or writing were presented, but students did have the opportunity to ask questions about, and practice, their assigned strategy. During one class period, students studied the lesson using the assigned strategy and completed an immediate, multiple-choice test assessing their learning of facts and concepts. Nine days later the students took the same test again so that delayed retention could be measured. No significant effects of an imposed strategy on learning were found on any measures. Interesting differences, although not statistically significant, indicate the possibility that strategy use (either visual or verbal) may enhance the learning of defined concepts. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4274. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75964 |
| Contributors | BRYANT, SUSAN MARGARET., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 137 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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