Abstract
A developmental comparison has been made of the efficacy of verbal and pictorial methods of facilitating paired-associate learning in children. Each of a total of 432 first-, third-, and sixth-grade children learned a list of 24 pictures of paired objects presented by a pairing-test procedure for four trials. The first of two principal independent variables. Verbalization, concerned the type of verbal deseription given for the pairs (Naming, Conjunction string, Preposition string, Verb string). The second independent variable. Depiction, contrasted three kinds of pictorial representations of the pairs, each of which was a visual translation of one of the verbal descriptions provided (Coineidental, Locational, Actional). The results indicated that the facilitory effects of these verbal and pictorial factors are equal and parallel No interaction with grade level was obtained.
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