Literaturnachweis - Detailanzeige
| Autor/inn/en | Levin, Joel R.; und weitere |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Strategies in Reading Comprehension: II. Individual Differences in Learning from Pictures and Words. [Report No.: TR-250 |
| Quelle | (1973), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Learning Modalities; Learning Processes; Neurological Organization; Paired Associate Learning; Pictorial Stimuli; Reading Comprehension; Reading Research; Word Recognition |
| Abstract | This study sought to determine whether an individual learns relatively better from pictures than from words and whether such information can be applied to the learning of prose materials. A paired-associate learning task consisting of both pictorial and verbal items from which different types of learners could be reliably identified was developed. Based on this instrument, repeated classifications of a fourth-grade sample were found to be consistent. When applied to the comprehension of prose materials, the instrument served to identify those children for whom self-generated visual imagery constituted an effective organizational strategy. (TO) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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