Abstract
Two studies investigated the effects on prose learning of oral vs, written presentations of text and the use of mental imagery. Sixth graders (Study 1) and fourth graders (Study 2) listened to or read a text. Some students were asked to imagine pictures of the material. Oral presentations produced better results than written-only forms. Fourth graders benefited more from mental imagery than did sixth graders.
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Maher, J.H., Sullivan, H. Effects of mental imagery and oral and print stimuli on prose learning of intermediate grade children. ECTJ 30, 175–183 (1982). https://doi.org/10.1007/BF02766598
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DOI: https://doi.org/10.1007/BF02766598