A Study of the Advantages and Disadvantages of Using Simplified Visual Presentations in Instructional Materials.

Travers, Robert M. W.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED031951

Title: A Study of the Advantages and Disadvantages of Using Simplified Visual Presentations in Instructional Materials.

Full-Text Availability Options:

ERIC Full Text (1133K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	A Study of the Advantages and Disadvantages of Using Simplified Visual Presentations in Instructional Materials.
Authors:	Travers, Robert M. W.
Descriptors:	Children; Cues; Educational Research; Instructional Improvement; Instructional Materials; Kindergarten Children; Perceptual Development; Pictorial Stimuli; Tachistoscopes; Visual Discrimination; Visual Learning; Visual Perception; Visual Stimuli
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1969-06-00
Pages:	70
Pub Types:	N/A
Abstract:	Beginning with a survey of work previously done on the subject, this study attempts to learn more about how, and to what extent, children benefit from pictorial illustrations, with a view to improving instructional materials. Three areas were investigated with experiments using children from nursery schools and kindergarten to sixth grade. The first experiment probed the effect redundant clues have on the recognizability of an illustration, the second the relative values of realistic and abstract illustrations in the teaching of a concept, and the third the effect of age differences on the perception of pictures. The first experiment, in which the pictures were presented by means of a tachistoscope, led to the conclusion that a picture becomes more recognizable as more clues are furnished. In the second experiment, children taught the concept "one-half" by means of abstract materials did as well as those taught with illustrations of real objects: a four-year-old's idea of what is abstract is, apparently, not an adult's. The best learning was achieved when children were taught and tested with realistic materials. Children learned best when the illustrations suggested a kinetic situation. Perception increased with age. A great deal more research, though apt to be expensive, is recommended. (GO)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	Office of Education (DHEW), Washington, DC. Bureau of Research.
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	N/A
Education Level:	N/A

Back to Search Results