Open AccessINTERRELATIONS IN CHILDREN'S LEARNING OF VERBAL AND PICTORIAL PAIRED ASSOCIATES 1
Author(s) -
Hale Gordon A.
Publication year - 1971
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1971.tb00183.x
Subject(s) - psychology , correlation , cognitive psychology , degree (music) , developmental psychology , mathematics , physics , geometry , acoustics
Four short paired‐associate tasks were administered to 144 subjects at each of grades 3 and 6 and 112 subjects at grade 9. The four tasks, entitled Pictures, Concrete Words, Abstract Words, and Japanese Characters, contained response elements of the types indicated in their titles. Planned comparisons in mean level of performance involved the first three tasks. Performance on Pictures was found to be superior to Concrete Words, and Concrete Words was superior to Abstract Words, with the former effect reaching significance for grades 3 and 9 and the latter for grades 3 and 6. In a correlational analysis, involving all four tasks, the correlation between Pictures and Concrete Words was found to increase across grade levels to a greater degree than the correlation between any other pair of tasks. This last result was paralleled in data from an auxiliary experiment and was interpreted to suggest a developmental increase in children's use of verbal processes along with imagery to learn pictorially presented materials.