Verbal and pictorial elaboration effects on children's long-term memory for noun pairs

Daniel W. Kee, Trisha Beuhring

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The effects of verbal and pictorial elaboration on children's long-term memory were assessed in 2 experiments. A total of 124 2nd graders learned a 20-pair list of common nouns to a 16/20 correct criterion by the paired-associate method, and long-term retention was assessed after 7 days. Exp I was conducted with middle-socioeconomic-status White children. Exp II used low-socioeconomic-status Mexican-American children. Results of both experiments indicate that although elaboration facilitates the initial acquisition of noun pairs, it neither helps nor hinders their long-term retention. A manipulation of labeling mode (English vs Spanish) in Exp II did not influence either rate of acquisition or forgetting. (28 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)745-753
Number of pages9
JournalJournal of Educational Psychology
Volume70
Issue number5
DOIs
StatePublished - Oct 1 1978

Keywords

  • ethnic status &
  • long term memory, middle class White vs lower class Mexican American 2nd graders
  • pictorial elaboration, paired associate learning &
  • socioeconomic &
  • verbal &

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