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The role of imagery in children’s linked noun pair learning Catchpole, Michael John

Abstract

An experiment was conducted in order to distinguish between semantic elaboration and interacting imagery theories of children's linked noun pair learning. Grades 2 and 6 students were presented with sixteen pairs of nouns linked by different types of connectives and following learning set presentation were required to recall the second noun of each pair upon presentation of the first. One third of the Ss in each grade were asked to form visual images of the two nouns of each pair (Imagery Prompting condition); one third were instructed to form interacting images of each pair (Imagery Training condition); and the remaining Ss were given no special instruction (No Training condition). Results from the experiment showed No Training and Imagery Training Ss to be unaffected by the type of connective employed to link the pairs. However, those Ss in the Imagery Prompting condition recalled significantly more pairs linked by interaction suggesting links (i.e., verbs and interaction suggesting prepositions) relative to pairs linked by connectives which did not suggest a physical interaction (i.e., conjunctions and non-interaction suggesting prepositions). The results were interpreted as favouring an interacting imagery rather than semantic elaboration theory of children's linked noun pair learning.

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