Enriching children's recall of picture-dictionary definitions with interrogation and elaborated pictures

Preschool-age children were presented four picture-dictionary definitions to leam. Definitions were accompanied either by pictures detailing all the attributes of the definition referent (elaborated pictures) or simpler, less complete illustrations (nonelaborated pictures). After one presentation, the definition was repeated either as a series of questions to which the child responded, or as simple declarative restatements. Total recall of information stated in the definitions was improved by the elaborated pictures. The presence of elaborated pictures also resulted in greater recall congruent with the defined concept, but not present in the definition as stated (i.e., inferences). Questioning produced a higher percentage of paraphrased recall (i.e., nonverbatim recall of information stated in the definitions). These latter two findings are consistent with the interpretation that both elaborated pictures and questions lead preschoolers to process more extensively information provided in definitions.