The purpose of this experiment was to determine if the verbal system is involved in coding pictorial reresentations when the task requires the acquisition of their relative order. (Author)

Findings were that imagery instructions for picture pairs were generally more facilitative than imagery instructions for word pairs, with children at this age exhibiting little variability in their capacity to utilize a visual imagery strategy when pictures comprised the learning materials. (Authors)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

Presents a study designed to replicate the phenomenon of age-related increases in the efficacy of pictorial media, relative to verbal, for presenting paired-associate items and elaborate prompts to young children. Also evaluated two hypotheses which involved semantic encoding and verbal decoding. (Author/SDH)

The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's noun-pair learning. Indices of response learning revealed equivalent effects among prompt conditions whereas measures of associative learning demonstrated substantial performance facilitation as a function of…

In a study of paired-associate learning and retention, the mode of presentation (pictures versus words) of the stimuli and the responses was varied factorially. Results pose difficulties for current interpretations of picture-word differences. (Editor/RK)

Discusses studies investigating children's processing of pictorial information focusing on the "conceptual peg" and response availability hypothesis, the covert verbalization hypothesis, production deficiency hypotheses, the "failure to read" hypothesis and explanations derived from frequency theories. (SB)

The present study attempted to determine whether young children can make implicit chains involving images and words. (Author)

Determined the effect of printed versus pictorial text accompaniment on performance in a task requiring the learning of orally presented prose. Subjects were 128 fourth-grade children from high- and low-status families. (SDH)

Ninety-nine preoperational stage children learned 24 pictorial paired-associates at one of three levels of concreteness: low detail line drawings, high detail line drawings, high detail line drawings with a verbal prompt. Within each of these groups, one-third of the subjects received either visual attentional training, no training, or were…

Subjects, differing in imagery ability, learned a list of paired associates with the presence of a verbal context related to the stimulus item, with a pictorial context related to the stimulus item, or without the presence of any context. Following testing for recall, the subjects were required to learn one of two transfer lists. Both lists were…

Subjects at three age levels were administered picture pair or word pair discrimination lists. They pronounced or pointed as a method of choice, and they pronounced or pointed at the correct item (or remained silent) during rehearsal. The results indicated that with picture pairs, pronunciation facilitated learning as a method of choice and a type…

Ninety six second graders each had three study/test trials with picture/picture or picture/word associates. Article investigated their responses. (Author/RK)