The effects of instructional explicitness on learning and error persistence |
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| Institution: | 1. English Department, Alzahra University, Tehran, Iran;2. English Department, Iran University of Science and Technology, Tehran, Iran;3. Department of Educational Research, Kharazmi University, Tehran, Iran;1. Teacher Education Center, National Chiayi University, 85, Wunlong Village, Minsyong Township, 62103 Chiayi County, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., 106 Taipei, Taiwan;3. Department of Technology Application and Human Resource Development, National Taiwan Normal University, 162 HePing East Road, Section 1, 106 Taipei, Taiwan;1. Department of Information Management, National Taichung University of Science and Technology, Taiwan, No.129, Sec. 3, Sanmin Rd., Taichung 40444, Taiwan, ROC;2. Department of Management Information Systems, National Chung Hsing University, Taiwan, No.250, Kuo Kuang Rd., Taichung City 402, Taiwan, ROC |
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| Abstract: | The purposes of this study were to investigate the effects of pictorial and/or verbal instructional stimuli on learning and error persistence. Subjects were 84 third-graders and 84 fourth-graders. Students were randomly assigned to a picture, oral, or combined presentation group. Each student saw and/or heard an adapted children's story. A constructed response recall test, containing both concrete and abstract items, was administered immediately, and 1 week after, the presentation. Oral and picture presentations yielded approximately equal learning of abstract content, but pictures yielded greater learning of concrete content. Error persistence for abstract content was greatest for picture-only presentations, while persistence of concrete errors was comparable across presentations. |
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