This experiment investigated the effects ofword concreteness and either imagery, verbal,or control strategy instructions on thecomposition of written definitions. Resultsrevealed significant effects of wordconcreteness on several quantity and qualityvariables, but no significant effect ofstrategy instructions or interaction betweenconcreteness and strategy instructions. Results of self-ratings of strategies actuallyused in composing revealed that a mentalimagery strategy was used with concrete wordsand a verbal strategy was used with abstractwords regardless of strategy instructions. Findings replicated the results of Tirre,Manelis and Leicht [(1979) Journal of ReadingBehavior 11, 99–106] in the production ofwritten composition on word relationships, andpartially replicated the results of Sadoski,Kealy, Goetz and Paivio [(1997) Journal of EducationalPsychology 89, 518–526] in the timedwritten production of word definitions. Results are interpreted from Dual Coding Theoryand levels of processing perspectives.
Reading and Writing – Springer Journals
Published: Oct 4, 2004
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