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The Effect on Retention of Labeling Visual Displays*:

The Effect on Retention of Labeling Visual Displays*: THE EFFECT ON RETENTION OF LABELING VISUAL DISPLAYS* ADRIAN CHAN and ROBERT M. W. TRAVERS University of Utah INTRODUCTION Although teaching devices commonly transmit concrete information through the visual channel and symbolic information through the audi­ tory channel, many different relationships may exist between the two transmissions of information. One common relationship is that of re­ dundancy. For example, a visual display shows a farmhouse and the narrator announces, "This is a farmhouse." The purpose of this paper is to study the effect of such redundant information on the ability of the subjects to recognize later the visual displays they have seen. Research has been undertaken on a number of phenomena related to this problem. Carmichael, Hogan and Walter (1932) and later Hall (1950) investigated the effect of labeling a visual display on subsequent changes in the stored trace. Ambiguous figures were given meaningful labels and, on later attempts of the subjects to reproduce the figures, the subjects were found to produce figures that fitted the labels better than the original figures. However, these studies are only indirectly related to the study presented here. More directly related is the study of Pyles (1932) who, with young children aged 2 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Effect on Retention of Labeling Visual Displays*:

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References (7)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003001055
Publisher site
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Abstract

THE EFFECT ON RETENTION OF LABELING VISUAL DISPLAYS* ADRIAN CHAN and ROBERT M. W. TRAVERS University of Utah INTRODUCTION Although teaching devices commonly transmit concrete information through the visual channel and symbolic information through the audi­ tory channel, many different relationships may exist between the two transmissions of information. One common relationship is that of re­ dundancy. For example, a visual display shows a farmhouse and the narrator announces, "This is a farmhouse." The purpose of this paper is to study the effect of such redundant information on the ability of the subjects to recognize later the visual displays they have seen. Research has been undertaken on a number of phenomena related to this problem. Carmichael, Hogan and Walter (1932) and later Hall (1950) investigated the effect of labeling a visual display on subsequent changes in the stored trace. Ambiguous figures were given meaningful labels and, on later attempts of the subjects to reproduce the figures, the subjects were found to produce figures that fitted the labels better than the original figures. However, these studies are only indirectly related to the study presented here. More directly related is the study of Pyles (1932) who, with young children aged 2

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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