Abstract
KEE, DANIEL W., and WHITE, BRADLEY R. Children's Noun-Pair Learning: Analysis of Pictorial Elaboration and Memory Instruction Effects. CHILD DEVELOPMENT, 1977, 48, 674-677. This study was conducted to examine the role of memory instruction in children's elaborative nounpair learning. The design consisted of a 2 x 2 factorial with pictorial presentation (standard vs. elaborated) and instruction (inspection vs. memory). Standard presentation consisted of depicting the referents of the to-be-remembered nouns side by side, while elaborated presentation consisted of depicting the referents of the to-be-remembered nouns conjoined. A 14-pair list was administered individually to 48 second-grade children by the method of paired associates. The results indicated that elaborated presentation facilitated performance relative to standard presentation under both instructional conditions. Memory instruction improved paired-associate learning under standard presentation but not under elaborated presentation. The results were interpreted to support the notion that pictorial elaboration facilitates learning by automatically inducing referential relational encoding of the to-be-remembered noun pairs.
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