Developmental changes in the effects of presentation media on noun-pair learning

Abstract

Interpretations of previous research have indicated that there are age-related increases in the efficacy of pictorial media, relative to verbal, for presenting paired-associate items and elaborative prompts to young children. The purposes of the present study were to replicate these phenomenon and to evaluate two hypotheses advanced to account for them: a semantic encoding hypothesis and a verbal decoding hypothesis. To these ends, 14 treatments conditions were partioned into three independent-groups experimental designs. Each of 504 childrens, sampled from nursery, kindergarten, and second-grade populations, learned a list of 20 pairs of familiar objects. The expected developmental increase in the effectiveness of presenting items in a pictorial medium was not replicated. As predicted, however, the results revealed an increase with age in the effect of presenting elaborative prompts pictorially, but the phenomenon was confined to groups where the sex of subject and of experimenter was the same. It was concluded that the verbal decoding hypothesis accomodated the pattern of results better than did the semantic encoding hypothesis. Throughout the sudy, performance was substantially facilitated by elaborative prompts, that is, across age, presentation media, and testing conditions.