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Pictures and children’s story recall: Some questions of durability

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Abstract

It has been found that story-relevant pictures help children recall stories. But do those gains endure over time? Those of the second graders in this study did, over a 3-day period. Although they had more to forget, children aided by pictures did not forget more than those in a control group.

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Author information

Author notes

  1. Joel R. Levin (professor of educational psychology)

    Present address: , 1025 West Johnson St., 53706, Madison, WI

Authors and Affiliations

  1. Department of Educational Psychology, Statistics, and Measurement, University of Iowa, 52240, Iowa City

    Chao-Ying Peng (instructor)

  2. University of Wisconsin, 53706, Madison

    Joel R. Levin (professor of educational psychology)

Authors
  1. Chao-Ying Peng
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  2. Joel R. Levin
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Additional information

This research was funded by the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the National Institute of Education (Center NE-C-00-3-0065). The opinions herein do not necessary reflect NIE’s position, and no official endorsement by NIE should be inferred. The assistance of Gary Davis and Michael Subkoviak, and also the school cooperation of Alice Benn and Sister Maria Cagnoni, are gratefully acknowledged.

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Peng, CY., Levin, J.R. Pictures and children’s story recall: Some questions of durability. Educational Communication and Technology Journal 27, 39–44 (1979). https://doi.org/10.1007/BF02765314

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  • DOI: https://doi.org/10.1007/BF02765314

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