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Visual imagery instruction with learning disabled and average achieving students

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dc.contributor.authorFerro, Susan Carmelen
dc.contributor.committeecochairCross, Lawrence H.en
dc.contributor.committeecochairWildman, Terry M.en
dc.contributor.committeememberPressley, Michael G.en
dc.contributor.committeememberMcLaughlin, John A.en
dc.contributor.committeememberBillingsley, Bonnie S.en
dc.contributor.committeememberWolfle, Lee M.en
dc.contributor.departmentEducational Research and Evaluationen
dc.date.accessioned2014-03-14T21:10:51Zen
dc.date.adate2006-05-11en
dc.date.available2014-03-14T21:10:51Zen
dc.date.issued1990-07-15en
dc.date.rdate2006-05-11en
dc.date.sdate2006-05-11en
dc.description.abstractThe purpose of this two-phase study was to investigate the effects of rate of presentation and type of material on the use of visual imagery in learning disabled (LD) and average achieving (AA) students. In the first phase, a norming study, 15 LD and 15 AA students were instructed to generate images for a list of concrete paired associates. The amount of time required to generate an image and the particular inlage reported was recorded. Based upon processing time and an image similarity index, 18 easy-to-relate and 18 difficult-to-relate word pairs were identified. Two rates of presentation (5 seconds and 10 seconds) were also determined in the norming study. In the second phase, an experimental study, 40 LD and 40 AA students were presented with the word pairs derived from the norming study, at a 5 second and a 10 second rate. The experimental task involved learning the word paIrs under either imagery or rehearsal instructions. Students were tested for associative recall after each learning trial by being presented one member of each pair and being required to recall its pairmate. Subjects were subsequently asked to report on the strategies they implemented to learn the word pairs. Data were analyzed using a 2 x 2 x 2 x 2 (group x instruction x presentation rate x pair difficulty) ANOVA with repeated measures on the last two factors. A series of separate imagery/rehearsal planned comparisons were conducted within each group/ presentation rate/pair difficulty combination. In addition, descriptive statistics were computed on the number and types of strategies reported by the students. Both LD and AA students benefited from the imagery strategy with both types of pairs at both rates.en
dc.description.degreePh. D.en
dc.format.extentix, 98 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-05112006-154748en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05112006-154748/en
dc.identifier.urihttp://hdl.handle.net/10919/37741en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1990.F477.pdfen
dc.relation.isformatofOCLC# 22943110en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1990.F477en
dc.subject.lcshImagery (Psychology)en
dc.subject.lcshLearning disabilitiesen
dc.subject.lcshLearningen
dc.titleVisual imagery instruction with learning disabled and average achieving studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Research and Evaluationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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