Individual instruction in elaborative language was given to 24 mentally retarded children for a period of 18 weeks. Instructional methods were comparable for all 24 children except that the 12 experimental subjects were in addition asked to visualize the words they were learning. Pretest-posttest comparisons of descriptive stories given by the 24 children showed visual imagery to be a significant factor in improving the elaborative language of experimental subjects.
Get full access to this article
View all access options for this article.
References
1.
BugelskiB. R.Presentation time, total time and mediation.Journal of Experimental Psychology, 1962, 63, 409–412.
PaivioA.Learning of adjective-noun paired associates as a function of adjective-noun word order and noun abstractness.Canadian Journal of Psychology, 1963, 17, 370–379.
4.
RadakerL. D.Visual imagery as a factor in memory for word forms. Unpublished doctoral dissertation, Pennsylvania State University, 1959.
5.
YarmeyD. A., & PaivioA.Further evidence on the effects of word abstractness and meaning-fulness in paired-associate learning.Psychonomic Science, 1965, 2, 307–308.
