GRADE LEVEL, SCHOOL STRATA, AND LEARNING EFFICIENCY

A 4-WAY DESIGN WAS USED TO EVALUATE THE FACILITORY EFFECTS OF SENTENCE VERBALIZATION AND ACTION DEPICTION ON THE LEARNING OF PAIRED ASSOCIATES BY 1ST-, 3RD-, AND 6TH-GRADE CHILDREN FROM HIGH AND LOW-STRATA SCHOOLS. EACH OF A TOTAL OF 432 SS LEARNED A LIST OF 24 PICTURES OF PAIRED OBJECTS PRESENTED ON MOVIE FILM BY A PAIRING-TEST PROCEDURE FOR 2 TRIALS. THE 1ST OF 2 EXPERIMENTAL VARIABLES, VERBALIZATION, CONCERNED THE TYPE OF VERBAL DESCRIPTION GIVEN FOR THE PAIRS (NAMES, PHRASES, SENTENCES). THE 2ND VARIABLE, DEPICTION, CONTRASTED 2 KINDS OF PICTORIAL REPRESENTATIONS OF THE PAIRS, 1 OF WHICH WAS A VISUAL TRANSLATION OF THE NAME AND PHRASE DESCRIPTIONS (STILL) AND THE OTHER OF WHICH WAS A VISUAL TRANSLATION OF THE SENTENCE DESCRIPTIONS (ACTION). THE AMOUNT LEARNED BY OLDER SS WAS GREATER THAN THAT LEARNED BY YOUNGER SS REGARDLESS OF SCHOOL STRATA. SENTENCE DESCRIPTIONS AND ACTION DEPICTION FACILITATED LEARNING FOR ALL SS, AND, IN ALL CONDITIONS, LOW-STRATA CHILDREN LEARNED AS EFFICIENTLY AS HIGH-STRATA CHILDREN.