The Effects of Pictures on Learning Vocabulary

A slideshow or power point presentation can create a visual representation for teaching about similarities and differences between adjectives used to describe people. Or showing pictures of characters in a novel will help the students put an image to a written discretion that may not have been able to create with word only. This can also be used for other aspect within a novel like a setting, plot, themes, and symbols to meet the language objectives and the core content objectives.

Scott McCloud’s graphic essay “Show & Tell” demonstrates how the relationship between pictures and words can be used to convey a message efficiently. By showing many visual examples of the different ways images and words can be used together, McCloud establishes that information is easier to interpret when paired with visual aid. By also pointing out that people are naturally inclined to show something visually as means of explaining, McCloud demonstrates his main point: the combination of words and images is very effective in conveying a message.

So you see, pictures, even in books help minds to develop each time you take a glance at them. You gain that freedom in your mind and can grow and expand to photography, galleries, museums, and even creations of your own personal art... the possibilities seem endless. I would conclude that picture books are helpful to people of all ages, especially the minds of children. Will you ever look at books the same

The current study was created to retest reproducibility of Slamecka and Graf results about participants remembering words better when they generated the words than when they read the words in a sample of undergraduate students at Texas A&M University (Slamecka and Graf, 1978). Nineteen undergraduate students at Texas A&M University participated in an experiment where one group was given a set of words and were told to memorize the words. The other group was given one word and the first letter of the second word and was told to generate the second word. It was hypothesized that the group with the participants who generated the second word would remember those sets of words better than the other group. Results showed that the group who generated the second word significantly memorized the words better, the p value being < .05. More in depth explanations involving more variables are discussed such as the five rules, or the within subjects, and their effect on the generation effect as well as future directions.

How can the way in which we organise our thinking by using mental images, concepts and schemas help us improve our memory?

Both words and images are important in our life. A successful speech depends on the text and images. As the conference of apple products, they are always having a good speech with pictures and words for their products. Also for me, if I read a book, I will say the text always feel boring for me. I prefer to choose a book with some pictures inside that makes text quicker to attract the attention of a person. The textbook says, “Sometimes images can be more powerful than words at reaching audiences” (Christine L. Alfano & Alyssa J. O’Brien

Children’s picture books set the foundation of how we learn as a child and also of how we see things in the world. Good picture books stimulate the whole brain because of the combination of, text (left side of the

“…unless our words, concepts, ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information (plus or minus 2) […]. Images, on the other hand, go directly into long-term memory where they are indelibly etched.” (qtd. in Gutierrez)

In experiments of scene memory, subjects viewed hundreds of photographs of natural scenes. Afterward, they were asked to identify which photograph they had seen and which ones they had never viewed before. Even though subjects can recognize previously viewed pictures very well, the memories were not linked to the precise visual form. In addition, subjects failed to detect changes when the images were mirror-reversed. These

I believe the students had a better grasp on text and graphic features when we were going over the skill as a group because they were able to correctly answer the questions I asked them. When it came time to use this skill to answer the questions on their practice sheets they seemed to struggle with what the questions were asking them to do. Overall, I believe the students had a better handle on the concept when the questions were more specific. An example of a more specific question would be how does a text feature help tell you what the story was about. I think the question asking students how “do text and picture clues help you understand what Matt does?’ was too

Mnemonic strategies are interactive images, which are used to support the memory associations are also used in the method of connection, which is used to learn an ordered list of items. The peg-list method can be used to learn sorted lists because actually built on the interactive images that combine a couple of words, word a plug with a white-list of words. Similarly, the method of loci can be seen as the peg-list method, as a way to learn a list of words by forming associations between

This like many other studies supports the idea that vivid memories are related to a higher level of emotion or arousal within the participant and therefore more easily accessible, by showing a picture rather than a verbal cue participants display a higher level of connection to the cue.

The article “Directed Forgetting: Comparing Pictures and Words”, proposed a hypothesis and conducted an experiment in support of the Picture Superiority Effect ; authors Quinlan, Taylor, and Fawcett propose that the Picture Superiority Effect , the idea that pictures will be remembered better than words, and transfer appropriate processing, the “general finding that memory is improved when there is a match rather than a mismatch

Moreover, I think pictures are important to infants and toddlers. In the article, Margie states that picture books are more useful than textbooks. I think it

Kouyoumdjian (2012) furthers this point by stating that ‘the effective use of visuals can decrease learning time, improve comprehension, enhance retrieval, and increase retention’.