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Picture Chunking Effects in Concept Learning.

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Bibliographic Details
Title: Picture Chunking Effects in Concept Learning.
Language: English
Authors: Furukawa, James M., Sunshine, Phyllis M.
Peer Reviewed: N
Page Count: 14
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Descriptors: Cognitive Processes, Concept Formation, Educational Research, Elementary Education, Learning Processes, Pictorial Stimuli, Recall (Psychology), Teaching Methods, Visual Learning
Abstract: Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that determined their knowledge of the concepts to be learned, were divided into three treatment groups. They were taught 14 concepts and given immediate posttests and delayed posttests of recall and recognition. On the immediate recall posttest, the PAC treatment results were superior to the word and PAL treatments. On the immediate recognition posttest, the PAC was superior to the other two and the word treatment was superior to the PAL. On the delayed recall posttest, there were no significant differences among the treatments. On the delayed recognition posttest, the PAC was superior to the PAL and word treatments. (TJ)
Accession Number: ED165098
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED165098
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  Data: Picture Chunking Effects in Concept Learning.
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  Data: <searchLink fieldCode="AR" term="%22Furukawa%2C+James+M%2E%22">Furukawa, James M.</searchLink><br /><searchLink fieldCode="AR" term="%22Sunshine%2C+Phyllis+M%2E%22">Sunshine, Phyllis M.</searchLink>
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  Data: N
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  Data: 14
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  Data: 2025
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  Data: Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Pictorial+Stimuli%22">Pictorial Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Learning%22">Visual Learning</searchLink>
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  Data: Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that determined their knowledge of the concepts to be learned, were divided into three treatment groups. They were taught 14 concepts and given immediate posttests and delayed posttests of recall and recognition. On the immediate recall posttest, the PAC treatment results were superior to the word and PAL treatments. On the immediate recognition posttest, the PAC was superior to the other two and the word treatment was superior to the PAL. On the delayed recall posttest, there were no significant differences among the treatments. On the delayed recognition posttest, the PAC was superior to the PAL and word treatments. (TJ)
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Pictorial Stimuli
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Visual Learning
        Type: general
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      – TitleFull: Picture Chunking Effects in Concept Learning.
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            NameFull: Furukawa, James M.
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            NameFull: Sunshine, Phyllis M.
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
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