Relative Efficacy of Pictures and Words in Eliciting Sense-Impression Responses

Abstract

30 nouns representing science-related concepts were presented to 60 Ss in each of three grades (2, 7, and 12) in 5 different verbal and/or pictorial conditions: (1) word only, (2) picture only, (3) word-picture, (4) color-picture, (5) color-picture-word. The expected hierarchy of sense-impression responses was found but only two homogeneous subsets, Conditions 5, 4, and 3 and Conditions 1 and 2 were determined. The greater the input information, the higher was the proportion of sense impressions. A curvilinear relation with increase from Grade 2 to Grade 7 and decrease from 7 to 12 was interpreted as an increase in use of connotation by 12th grade Ss. Grade-by-mode interaction showed that the expected hierarchy was most apparent at Grade 2. When 30 nouns were ranked by responses in sensory categories, 18 nouns found in nature evoked higher proportions than 12 artificial objects.