Modality effects in children's story inference: Is a picture really worth a thousand words?
AuthorLapointe, Madeleine, 1941-
AdvisorBrainerd, C. J.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractFirst, this study investigated whether the modality in which stories are presented to children affects their reasoning ability. Secondly, it inquired if children process spatial, causal, or consequential stories differently. It compared children's verbatim memory with their ability to draw inferences for three types of stories. Each child was presented with the stories either in pictures, in words, or in a combination of pictures and words. The results show that supporting a verbal presentation with images significantly increases understanding of causal and consequential stories. But, for all types of stories, all children drew significantly more correct inferences when the narrative sequences were presented to them verbally than when they were presented in pictures. Also, the results show that children perform differently on spatial stories than they do linear stories.
Degree ProgramGraduate College