The purpose of this study was to investigate the effects of images induced by pictures on verbal instruction of intellectual skill learning. The research questions in this study were: (a) Does augmenting printed instruction with pictures facilitate retention and transfer of intellectual skills?; (b) Does augmenting instruction (printed or printed-pictures) by requiring responses to imagery facilitate retention and transfer of intellectual skills?; (c) is there an interaction between the variables of mode of presentation and mode of response?; and (d) Are there interactions of any of these variables with students' reading comprehension ability? Ten hypotheses were established from these questions. / The subjects were 200 seventh grade male students in the Attached Middle School at Seoul National University in Seoul, Korea. On the basis of the scores on reading comprehension test, students were assigned to high and low reading comprehension ability groups. The students in each reading ability group were randomly assigned to four instructional groups depending on the mode of presentation and the mode of response. The four instructional groups were verbal-picture/verbal-picture, verbal-picture/verbal, verbal/verbal-picture, and verbal/verbal group. / Each instructional group received one of four versions of the instructional module which dealt with two concepts and five rules of electric circuits. The verbal-picture/verbal-picture group was presented verbal materials with pictures and asked to make verbal and pictorial responses during acquisition. The verbal-picture/verbal group was presented verbal materials with pictures and asked to make verbal responses during acquisition. The verbal/verbal-picture group was presented verbal materials without pictures and asked to make verbal and pictorial responses during acquisition. The verbal/verbal group was presented verbal materials without pictures and asked to make verbal responses during acquisition. The dependent variable were a retention measure and a transfer measure a week following the acquisition. / The results show the following: (1) Augmenting printed instruction with pictures was found to be more effective than printed instruction without pictures in the retention and transfer of intellectual skills; (2) No significant difference between the verbal-picture response group and the verbal response group was found; (3) No interaction between the variables of presentation mode and response mode was found; (4) No interaction between the variables of presentation mode and response mode and the level of reading comprehension on the retention of intellectal skills and no three-way interaction among the independent variables on both retention and transfer of intellectual skills were found, while a significant interaction between the variable of presentation mode and the level of reading comprehension on the transfer of intellectual skills was found. / Source: Dissertation Abstracts International, Volume: 41-02, Section: A, page: 0645. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74080 |
| Contributors | KIM, HYUNG RIP., The Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 151 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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