Abstract
Recent research has shown that children remember more from television news than from print news, a finding that has been explained by the extra mnemonic support offered by redundant television pictures (the dual-coding hypothesis). The present study was designed to examine three alternative explanations, which attribute children's superior recall of television news to (a) underutilization of the print medium, (b) a recall advantage of listening compared with reading, and (c) imperfect reading ability. A sample of 192 fourth and sixth graders was presented with children's news stories, either in (a) their original television form, (b) a bare print version, (c) a print version supplemented with photo material, or in (d) an audio version. Results indicated that the television presentation was remembered better than any of the other three versions. The results of the study were consistent with the dual-coding hypothesis, whereas no support was found for the alternative explanations tested in the study.
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