Abstract
Three experiments were conducted to determine the effectiveness of verbal and imaginal rehearsal strategies in children's discrimination learning. With verbal materials, imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the former strategy was defined in a manner conducive to effective imagery generation. In fact, when children engaged in such a strategy, their verbal discrimination performance was virtually error-free. No difference between the two strategies was found in pictorial discrimination learning, both resulting in performance very 'ear ceiling. A possible interpretation of the results is provided. (Author) U t DS eAETmENT OF NELTs. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS HE EN REPRO DUCFD t NA( 'FL Y AS RI C E tvE D FROM THE PERSON OR ORGANIZATION OR IGIN AT INC. it POINTS OF vi'_ W OR OPINIONS %TATE Et DO ROT NECESSARILY WEPFIE SENT OF ; ;CIA; NATIONAL iNSTITUTE Qi EDUCATION POSITION Ok POLICY Technical Report No. 299 A FURTHER COMPARISON OF IMAGERY AND VOCALIZATION STRATEGIES IN CHILDREN'S DISCRIMINATION LEARNING
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