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Interference of Sentence and Picture Contexts on Learning Prepositions

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Abstract

The effects of extra stimulus cues, such as pictures and sentences, on learning of preposition words were examined in two experiments. A one-way repeated-measures design was applied in the study. The results show that both sentences and pictures interfered with and blocked the learning of these context-dependent words in the simultaneous presentations. The superiority of feedback presentations over simultaneous presentations indicate that feedback techniques neutralize the blocking effect. More interestingly, however, the prepositions were learned more quickly in the absence of any context cues and this suggested that it is better to teach basic preposition words either by the presentation of them alone or if extra stimulus cues are to be used they should be presented as feedback.

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Authors and Affiliations

  1. School of Education Studies, University of New South Wales, Sydney, Australia

    Qingzong Zhang (Doctoral Student)

  2. School of Education Studies, University of New South Wales, Sydney, Australia

    Robert T. Elliott (Professor)

  3. School of Education Studies, University of New South Wales, Sydney, 2052, Australia

    Robert T. Elliott (Professor)

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  1. Qingzong Zhang
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Zhang, Q., Elliott, R.T. Interference of Sentence and Picture Contexts on Learning Prepositions. Journal of Behavioral Education 8, 439–456 (1998). https://doi.org/10.1023/A:1022805316027

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