Meijs Celeste, Hurks Petra P M, Wassenberg Renske, Feron Frans J M, Jolles Jelle
a Welten Institute, Research Centre for Learning, Teaching and Technology , Open University , The Netherlands.
d Faculty of Health, Medicine &Life Sciences , Maastricht University , Maastricht , The Netherlands.
Child Neuropsychol. 2016;22(7):818-36. doi: 10.1080/09297049.2015.1044891. Epub 2015 Jun 22.
This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures.
本研究考察了呈现方式对言语学习表现的个体间差异。5至16岁的儿童在三种呈现方式之一（图片、听觉或文本）下进行了言语学习测试。结果表明，图片呈现方式相对于听觉和文本呈现方式具有有益效果，且这种效果随年龄增长而增强。然而，只有当要学习的信息只呈现一次（或最多两次）时，且仅在7岁以上的儿童中才能发现这种效果。这些结果可以用涉及语音回路的信息单编码或双编码来解释。语音回路中（次）发声复述系统的发展被认为是一个渐进的过程，大约在7岁左右开始发展。男孩和女孩的发展轨迹相似。此外，听觉信息和文本信息似乎都以类似的方式处理，即不进行标注或重新编码，导致单编码。相比之下，图片被认为是通过视觉信息和图片（语言）标注的双编码来处理的。
