Conjoint Influence of Maps and Auded Prose on Children’s Retrieval of Instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
William A. Kealy, Visiting Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they received immediate and delayed tests to recall text items, map features, and feature locations. The students were also required to rate their confidence in each response. Students remembered more text features and were more confident of their responses when cued by icons plus labels and by icons only. Students in these groups also recalled more map features and their locations on a map reconstruction task. Memory for feature information and pictorial retrieval cues appeared to activate memory for nonfeature information contained in the text.

Additional Information

Webb, J. M., Saltz, E. D., McCarthy, M. T., & Kealy, W. A. (1994). Conjoint influence of maps and auded prose on children's retrieval of instruction. Journal of Experimental Education, 62(3), 195-208.
Language: English
Date: 1994
Maps, Memory, Information recall

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