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1.
B. Gunter 《Learning, Media and Technology》1979,5(2):57-61
An experiment was conducted to examine the effects of presentation mode, picture content and serial position upon the recall of brief television news items. Fifteen items were presented in either video or audio‐only mode to 40 subjects. Within the video mode, five items contained film footage, five contained still pictures and five consisted of the newscaster only.
Recall of the items was significantly better following video presentation than after audio‐only presentation; and in the video mode, film items were recalled significantly more often than still picture items, which were in turn recalled significantly more often than no‐picture items. Significant serial position effects occurred across all items in the audio mode, and over still picture and no‐picture items, but not film items in the video mode.
The results are discussed in terms of various imagery hypotheses. 相似文献
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《Contemporary educational psychology》1988,13(2):126-132
The purposes of this study were to investigate the effects of pictorial and/or verbal instructional stimuli on learning and error persistence. Subjects were 84 third-graders and 84 fourth-graders. Students were randomly assigned to a picture, oral, or combined presentation group. Each student saw and/or heard an adapted children's story. A constructed response recall test, containing both concrete and abstract items, was administered immediately, and 1 week after, the presentation. Oral and picture presentations yielded approximately equal learning of abstract content, but pictures yielded greater learning of concrete content. Error persistence for abstract content was greatest for picture-only presentations, while persistence of concrete errors was comparable across presentations. 相似文献
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Young children were taught to name 12 single words, six in the presence of appropriate pictures (compound stimuli) and six in their absence (simple stimuli). There were two compound conditions: one in which the picture was a large line drawing above a small printed word (enhanced salience condition) and one in which it was a small line drawing below a large printed word (reduced salience condition); and two corresponding simple conditions of a large word alone (enhanced salience condition) and a small word alone (reduced salience condition). Each child experienced all four conditions with three different words in each condition in a series of randomly ordered learning and test trials, until each child achieved the criterion of three consecutive correct responses for each of the words in at least one of the conditions. Two experimental studies were completed with 16 children in each, and the percentage of correct responses was calculated for each presentation condition. Comparisons of the compound (picture) and simple (no‐picture) conditions showed that twice as many words were correctly recognised in the simple (no‐picture) conditions in both experiments. No reliable differences were detected between the different levels of salience, and it was concluded that prior association between the picture and the naming response to the picture ‘blocked’ the acquisition of a new association between the written word and the naming response to it. 相似文献
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Pigeons initially trained on a simultaneous discrimination of line orientation (S1) were subsequently transferred to a wavelength discrimination (S2). Three transfer procedures were employed. The abrupt-transfer Ss were “abruptly” switched from S1 to the S2 dimension. The stimulus-compounding Ss were trained on a compound stimulus consisting of S1 and S2 displayed in superimposition prior to the presentation of S2 alone. The stimulus-delay Ss were trained on a compound stimulus in which the presentation of the S1 component was delayed for successively longer intervals as a result of a correct response to the preceding trial. Stimulus-delay Ss transferred by responding to S2 prior to the presentation of S1 and the resulting formation of the compound. Ss transferred by the stimulus-compounding and the abrupt-transfer procedures displayed 5 and 10 times as many errors to the S2 dimension, respectively, as Ss receiving the stimulus-delay procedure.
相似文献6.
区域性地名的多元组合和语义类型——以山东省安丘市村名为例 总被引：2，自引：2，他引：0
李玲 《广东技术师范学院学报》2008,(11)
地名具有强烈的延续性和稳定性,是人类文化史的活化石。地名中的村名具有特殊的结构形式,具有偏正式、联合式、动宾式和附加式等词或固定短语的结构。村名中语义类型的结构元素有“通名”和“专名”．其间包括地理特征、方位和姓氏、物产、情感观念、历史变迁等要素。 相似文献
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K Pezdek 《Child development》1987,58(3):807-815
This experiment assessed the effect of the amount of physical detail in pictures on picture recognition memory for 7-year-olds, 9-year-olds, young adults, and older adults over 68. Subjects were presented simple and complex line drawings, factorially combined in a "same-different" recognition test with simple or complex forms of each. For each age group, recognition accuracy was significantly higher for pictures presented in the simple than in the complex form. This effect was due to differences between simple and complex pictures in the correct rejection rate but not the hit rate; subjects were less accurate detecting deletions from changed complex pictures than additions to changed simple pictures. The older adults were no better than chance at correctly rejecting changed complex pictures. Although increasing the presentation duration from 5 sec to 15 sec increased overall accuracy, it did not increase subjects' ability to correctly reject changed complex pictures. Results are interpreted in terms of schematic encoding and storage of pictures. Accordingly, visual information that communicates the central schema of each picture is more likely to be encoded and retained in memory than information that does not communicate this schema. 相似文献
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In an extension of the work of Pellegrino, Siegel, and Dhawan, nouns were presented in triads as pictures, printed words, or spoken words and followed by visual, acoustic, visual and acoustic, or no interference. Recall, presentation type, and confidence ratings were elicited after each triad. After all triads were presented, participants free-recalled as many nouns as possible, indicated presentation type, and rated confidence as measures of long-term memory. In short-term memory, pictorial superiority was noted under conditions of acoustic and visual and acoustic interference but not after visual interference. Long-term memory data showed superior recall for pictures. These results were compared to the Pellegrino et al. research and to Paivio's dual coding hypothesis, and differences in patterns of short-term and long-term memory data were interpreted within a levels of processing framework. 相似文献
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Second-grade children, third-grade children, and adults judged whether pictures were members of a positive or negative memory set while trying to ignore irrelevant words printed inside the pictures. There were 3 types of picture-word relation. In 1 condition, the words corresponded to the pictures. In a second condition, the pictures and words were incongruent, but the words corresponded to the correct response (e.g., with dog and horse the positive set pictures, a picture of a dog containing the word "horse"). In the third condition, the pictures and words were incongruent and corresponded to conflicting responses. For all 3 subject groups, the type of picture-word relation reliably affected response latencies, indicating that subjects automatically processed the irrelevant printed words. 相似文献
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Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and to understand how pictures affect students' item-solving behavior, we recorded the eye movements of sixty-two schoolchildren solving multiple-choice (MC) science items either with or without a representational picture. Results show that the time students spent fixating the picture was compensated for by less time spent reading the corresponding text. In text-picture items, students also spent less time fixating incorrect answer options; a behavior that was associated with better test scores in general. Detailed gaze likelihood analyses revealed that the picture received particular attention right after item onset and in the later phase of item solving. Hence, comparable to learning, pictures in tests seemingly boost students' performance because they may serve as mental scaffolds, supporting comprehension and decision making. 相似文献
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OBJECTIVE: The purposes of the three experiments were to validate the possibility of a picture to evoke the recognition of child sexual abuse, to determine if the picture was anxiety evoking, and to investigate if the content of child sexual abuse would be transferred to a neutral picture. METHOD: In all three experiments, adult men and women were presented with a drawing intended to depict child sexual abuse, and were requested to interpret the picture. Experiment 1: Before and after the picture presentation, 226 participants were given a test of anxiety. Experiment 2: After the exposure of the child abuse picture, 200 new participants were asked to interpret an innocent child-adult picture. Experiment 3: To complete Experiment 2, 89 new participants were asked to interpret the pictures in the reverse order. RESULTS: Almost three-fourths of the participants saw child sexual abuse in the picture with a sexual threat. Those in Experiment 1 who saw the picture as child sexual abuse or as a problematic child-adult situation without sexual implications reported a significant increase of anxiety level. None in Experiment 2 or 3 saw child sexual abuse in the innocent picture. The sex of the abused child was significantly more often interpreted as opposite to one's own sex. CONCLUSIONS: The study indicates some people's deficient capacity to recognize the message of child sexual abuse in the picture. It seems that certain people can spare themselves anxiety by not registering the child's precarious situation or not seeing the child as being of their own sex. This has implications for the recognition of child sexual abuse in society. It was also shown that a sexual abuse theme was not transferred from one context to another context, which immediately followed it. 相似文献
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Bonin Patrick Méot Alain Laroche Betty Bugaiska Aurélia Perret Cyril 《Reading and writing》2019,32(1):13-31
The present study was aimed at investigating whether and how image characteristics influence written naming performance in adults. In three different sessions, participants had to quickly write down the names of pictured objects on a graphic tablet. Across sessions, the picture format was different, but the to-be-named objects were the same: There were black-and-white pictures (Snodgrass & Vanderwart’s [SV] 1980 drawings), grayscale and colored pictures of the SV drawings as provided by Rossion and Pourtois (2004). Linear-mixed models (LMM) were used to analyze written latencies. The main findings were the following: (1) Colorized pictures yielded shorter written naming latencies than line drawings with the grayscale pictures being situated between the two; (2) Both within- and between-picture format LMM revealed reliable effects of name agreement, objective word frequency, frequency trajectory (the effect was marginal in the grayscale condition), and imageability on written latencies. The influence of image agreement was, however, less stable (reliable only in the colorized condition in the within-picture format LMM analysis; significant with both line drawings and their colorized version only in the between-picture format LMM analysis); (3) None of the interactions with picture format reached significance except the interaction of Image agreement with Picture format. In line with Bonin, Roux, Barry, & Canell (2012b), the findings support a limited-cascading account of written word production.
相似文献13.
论域名权创设的必要性 总被引：2，自引：0，他引：2
随着电子商务的发展,域名和商标等标志性权利的冲突越来越多,“域名纠纷”越来越多的显现出来,对域名这种权利进行规制成为必要,本文以目前通行的商标法保护模式为例,分析现行域名纠纷解决模式的不足,提出域名权创设的必要性。 相似文献
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大连本地不断涌现出一些知名品牌,但总体数量少,影响力有限。从语言学角度出发,我们对所收集到的大连本地近300个产品的中英文品牌名称进行分析,发现其品牌名称遵循了汉英各自的语言特点,形成了自身的规律,但也存在一些问题如：字词生僻、品名异化现象较多、以熟悉度受限制的人名地名命名、大量拼音替代英文名称等,建议在今后的本地品牌命名中加以改进。 相似文献
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We investigated whether the characteristics of pictures affect memory for verbal learning materials. In the learning phase, participants watched a slideshow about historical figures that were depicted as more or as less powerful. The slideshow included spoken information that was more prototypical for either powerful or powerless people and thus semantically congruent (e.g., depiction and verbal information rated as powerful) or incongruent with the pictures. Congruency resulted in more errors when participants had to reject incorrect items in a memory test. There was no effect of congruency on verifying correct items. This pattern was observed for a slideshow that included one picture for each historical figure (Experiment 1) and for a slideshow including additional pictures (Experiment 2). Hence, both experiments provide corroborating evidence that pictures affect learners’ memory for verbal learning materials. These findings are relevant for instructional practice with regard to the design of learning materials and test items. 相似文献
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The relationships between first name desirability and school readiness, IQ, and school achievement were explored using 1,727 elementary school children. Ratings of the desirability of first names were completed by 2,212 boys and girls in elementary and secondary schools. School readiness, IQ, and achievement variables showed small, but significant, correlations with first name desirability for girls; boys also showed a first name effect, but the magnitude was less. Most correlations remained significant even when the effects of parental education and ethnicity were partialled out. First name desirability was discussed as a specific case of stereotyping. 相似文献
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This is the preliminary study of a test of phonologicalawareness which does not require that subjects speak or hear toparticipate. The test was designed to minimize memory loads, and tomeasure speeded written naming and segmentation-by-sound. Spelling datacan also be collected. Subjects have 45 seconds to name items in each oftwo sets of line drawings. The average frequency of the names variesacross these sets. In the third set, subjects must name the items, andalso segment the written names into their constituent sounds. This taskwas administered to disabled and normally-reading adults, with twocommon tests of phonological awareness. The new test discriminatedbetween the readers as reliably as the benchmark tasks, correlating witheach better than they correlated with each other. The new test was thenadministered to deaf adults, who performed similarly to the disabled(hearing) readers. The data represent the first direct demonstration ofphonological abilities in deaf subjects, using a task designedspecifically for that purpose. 相似文献
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Deaf children's use of phonological coding: evidence from reading, spelling, and working memory 总被引：3，自引：0，他引：3
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. 相似文献