This study investigated the effectiveness of visual training or verbal training on how to use a text-picture processing strategy for learning from computer-based multimedia instructional material. Sixty-nine university students were randomly assigned to the verbal training group (students received text-based instruction for a text-picture…

Three studies investigated the effects of pedagogical cues to an artist's referential intention on 2- and 2.5-year-old children's understanding of drawings in a matching task without verbal labels support. Results showed that pedagogical cues, the combination of the artist's eye gaze while she was creating the drawings (nonlinguistic cues), and…

The Picture Exchange Communication System (PECS) is an alternative/augmentative communication protocol designed to help children and adults with autism and related disabilities to engage in functional communication. The protocol was developed over a number of years and was based on Skinner's analysis of verbal behavior. Publications about the…

Stimulus repetition often leads to facilitated processing, resulting in neural decreases (repetition suppression) and faster RTs (repetition priming). Such repetition-related effects have been attributed to the facilitation of repeated cognitive processes and/or the retrieval of previously encoded stimulus-response (S-R) bindings. Although…

The author examined the transfer of stimulus control from instructor assistance to verbal cues and pictorial cues. The intent was to determine whether it is easier to transfer stimulus control to one form of cue or the other. No studies have conducted such comparisons to date; however, literature exists to suggest that visual cues may be…

The study used a multivariate approach to examine the relationships between stimulus presentation mode and cognitive structure. (BD)

Reviews four groups of research: (1) effects of pictures on children's reading comprehension; (2) effects of pictures on comprehension and accuracy; (3) effects of titles on comprehension; and (4) effects of titles and pictures on comprehension and accuracy. Important findings are that pictures and titles are not uniformly effective in all…

This paper reviews evidence that meaningful learning is facilitated by several imagery eliciting strategies including pictorial stimuli, concrete verbal stimuli, and imagery instructions. The review focuses on the conditions under which imagery eliciting strategies facilitate memory for prose or expository texts rather than for more simple…

Demonstrates young children's shift toward a taxonomic basis for organization of both named and depicted objects. Concludes that perceptual organization in young children cannot be attributed to an inability to ignore visual information but seems to be based upon the centrality of perceptual features to the representation of objects. (Author/NH)

In this study, secondary school students in India, Scotland, and Africa were tested on learning and recall of material presented in words and/or pictures.

PREVIOUS STUDIES REPORT THAT CHILDREN WHO ARE GOOD READERS DIFFER IN RESPONSE CONSENSUALITY FROM POOR READERS IN A WORK-ASSOCIATION TASK INVOLVING VERBAL OR PICTORIAL STIMULI. TO DETERMINE WHETHER THIS NONCONSENSUALITY EXISTS AMONG ADULTS FROM DIFFERENT READING LEVELS, 15 ADULTS WERE RANDOMLY CHOSEN FROM EACH OF THREE GROUPS--(1) AN ADULT BASIC…

Structural coherence (SC) and discriminability were the two variables in this study of information displays. Discriminability refers to the obvious differences between words and pictures; SC is the degree to which elements of a display appear as integrated. The study presented the items to be learned in verbal or pictorial form, with the degree of…

This study suggests that the verbal facilitation effect is due to variations in verbal cues rather than to differences in pictorial cues. (ST)