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The present study was carried out to examine the effect of movement and coloring of concomitant pictures on children's story learning. The story was Hans Christian Andersen's HINAGIKU (daisy), which was 47 sentences long. In relation to the story, the subjects in experimental groups were presented the static or moving pictures by means of picture-card show or animation video. Those pictures were colored or uncolored. Immediately after the story learning, the subjects were given verbative recall and inferential tests. The 156 second graders were assigned to one of four experimental groups and a control group (without pictures). The main findings were as follows; (1) The coloring of picture had facilitative effects on the verbative recall of story. This result indicates that clear visual imagery improved the memory of story. (2) The moving of picture facilitated the inferential test performance. This result indicates that the movement of picture clarified the story context and gave a lot of cue information to comprehend story.

The effects of concomitant pictorial information on the memory and comprehension of story.