New findings for concreteness and imagery effects in written composition

Reading and Writing

Volumn 16, Issue 5, 2003, Pages 443-453

  Sadoski, Mark ^a   Goetz, Ernest T ^a   Stricker, Andrew G ^b   Burdenski Jr , Thomas K ^c  

^a TEXAS A AND M UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c UNIVERSITY OF TEXAS AT ARLINGTON   (United States)

Author keywords

Concreteness; Dual Coding Theory; Imagery; Strategy instructions; Written composition

Indexed keywords

EID: 3943113590     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1024235831671     Document Type: Article

References (22)

1. Baluch, B. & Besner, D. (2001). Basic processes in reading: Semantics affects speeded naming of high-frequency words in an alphabetic script. Canadian Journal of Experimental Psychology, 55, 63-69.
2. Craik, F.I.M. (1979). Levels of processing: Overview and closing comments. In L.S. Cermak & F.I.M. Craik (Eds.), Levels of processing in human memory (pp. 447-461). Hillsdale, New Jersey: Lawrence Erlbaum.
3. Hillocks Jr., G. (1986). Research on written composition: New directions for teaching. Urbana, Illinois: ERIC Clearinghouse on Reading and Communication Skills and the National Conference on Research in English.
4. Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston (reprinted 1979, Hillsdale, New Jersey: Lawrence Erlbaum).
5. Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
6. Paivio, A. & Foth, D. (1970). Imaginal and verbal mediators and noun concreteness in paired associate learning: The elusive interaction. Journal of Verbal Learning and Verbal Behavior, 9, 384-390.
7. Paivio, A., Walsh, M. & Bons, T. (1994). Concreteness effects in memory: When and why? Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1196-1204.
8. Raman, I. & Baluch, B. (2001). Semantic effects as a function of reading skill in word naming of a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14, 599-614.
9. Reynolds, A. & Paivio, A. (1968). Cognitive and emotional determinants of speech. Canadian Journal of Psychology, 22, 164-175.
10. Sadoski, M. & Goetz, E.T. (1998). Concreteness effects and syntactic modification in written composition. Scientific Studies of Reading, 2, 341-352.
11. Sadoski, M. & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, New Jersey: Lawrence Erlbaum.
12. Sadoski, M., Goetz, E.T., Olivarez, A., Lee, S. & Roberts, N.M. (1990). Imagination in story reading: The role of imagery, verbal recall, story analysis, and processing levels. Journal of Reading Behavior, 22, 55-70.
13. Sadoski, M., Goetz, E.T. & Fritz, J. (1993a). A causal model of sentence recall: Effects of familiarity, concreteness, comprehensibility, and interestingness. Journal of Reading Behavior, 25, 5-16.
14. Sadoski, M., Goetz, E.T. & Fritz, J. (1993b). Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design. Journal of Educational Psychology, 85, 291-304.
15. Sadoski, M., Goetz, E.T. & Avila, E. (1995). Concreteness effects in text recall: Dual coding or context availability? Reading Research Quarterly, 30, 278-288.
16. Sadoski, M., Kealy, W.A., Goetz, E.T. & Paivio, A. (1997). Concreteness and imagery effects in the written composition of definitions. Journal of Educational Psychology, 89, 518-526.
17. Sadoski, M., Goetz, E.T. & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 85-95.
18. Strain, E. & Herdman, C.M. (1999). Imageability effects in word naming: An individual differences analysis. Canadian Journal of Experimental Psychology, 53, 347-359.
19. Strain, E., Patterson, K. & Seidenberg, M. S. (1995). Semantic effects in single-word naming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1140-1154.
20. Strain, E., Patterson, K. & Seidenberg, M. S. (2002). Theories of word naming interact with spelling-sound consistency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 207-214.
21. Tirre, W.C., Manelis, L. & Leicht, K.L. (1979). The effects of imaginal and verbal strategies on prose comprehension by adults. Journal of Reading Behavior, 11, 99-106.
22. Toglia, M.P. & Battig, W.F. (1978). Handbook of semantic word norms. Hillsdale, New Jersey: Lawrence Erlbaum.