The purpose of this study was to determine whether there were any differences between the responses made by selected college students to information presented in a visual context and to the same basic information presented in a verbal context. Selected college students were asked to respond to pictorial information and to the same basic…

Children in kindergarten, third grade, and fifth grade were presented a list of either pictures or words (with items presented varying numbers of times on the study trail). In both picture and word conditions, half of the subjects estimated how many times each item had been presented (absolute judgments) and the other half judged which of two…

The effects of daily training in visual memory and basal reader instruction were investigated. Training and tests on 295 first-graders indicated that visual memory training resulted in more growth in visual discrimination and higher levels of reading achievement than reading instruction alone. (SDH)

Four presentations in two recall conditions (immediate and one-week delay) were used to investigate the combined effects of imagery and semantic organizational strategies on the free recall of 80 college undergraduates. Both imaginal and semantic organization were comparably manipulated presenting each response noun simultaneously with an imagery…

To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…

A study investigated the concept of visual memory and its relationship to the spelling process by examining the attempts of a group of Australian elementary school children to spell a selection of words containing silent consonants. Subjects, 360 second, third, and fourth grade students divided into three spelling ability groups, were given 20…

Children in grades one, five, and nine viewed painting reproductions for different lengths of time to determine whether viewing time affected their memory of color and subject matter placement. Results indicated that children's memories of these properties are affected by length of viewing time and that recognition improves with age. (Author/IS)