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)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
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.
Conjoint Influence of Maps and Auded Prose on Children’s Retrieval of Instruction
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Created on 1/1/1994
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Additional Information
- Publication
- 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
- Keywords
- Maps, Memory, Information recall