Picture-word differences in discrimination learning: I. Apparent frequency manipulations.

Abstract

This experiment was a direct test of the hypothesis that picture-word differences in discrimination learning are a function of apparent frequency differences associated with two types of material. The subjects consisted of 80 sixth graders randomly selected from two elementary schools located in middle-class neighborhoods. Each subject was tested individually by the experimenter, who presented either a pair of pictures or, words which differed either substantially or minimally in apparent frequency measures. Each pair was shown for three seconds and then the same pair was immediately shown again for three seconds with the correct member indicated by an asterisk placed below it. The results indicated that while the usual pricture-over-word effect was found when picture-word apparent frequency differences were large, it vanished when pictures and words were equated in terms of apparent