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S ummary . The purpose of the present study was to determine the effects of self‐discovered imagery, experimenter‐supplied images, and verbal definitions on the retention of definitions of nouns. Eighty‐seven fifth‐grade children were randomly assigned to the three conditions and given 16 definitions to learn. The children were instructed to read and learn the definition of each word: (1) by discovering an image and drawing a picture of it, or (2) by tracing an illustration of the definition, or (3) by copying the written definition. Recall on a multiple‐choice test administered one week after instruction was statistically significantly better (P < ·05) for subjects in the imagery‐discovered condition than for subjects in the verbal definition condition.
BULL et al. (Thu,) studied this question.