| Summary: | The effects of using pictures and repetition to facilitate the oral prose learning of grade one children was investigated in a multi-variate factorial experiment. The purpose of the study was to determine whether pictures and repetition have hierarchically related or independent functions in aiding the recall of orally presented material. It was argued that interactions between pictures and repetition on paraphrased cued recall and free story recall would support the hypothesis that the two aids are hierarchically related, while main effects on the dependent measures would support the hypothesis that the two aids have independent functions in facilitating oral prose learning.
A main effect of pictures on paraphrased cued recall was found. No effects of pictures or repetition were found on serial order of recall or semantic free story recall. In one school only, there was a main effect of repetition on the length of utterances used when retelling the stories during free recall. The results provide weak evidence supporting the hypothesis that pictures and repetition have independent functions in facilitating oral prose learning. Pictures facilitated the answering of paraphrased questions while repetition, when it had an effect, facilitated syntactic complexity. Theoretical, methodological and educational implications of the study were discussed. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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