Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, T. K. J. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing, 16(5), 443-453.

Sadoski, M.; Goetz, E.; Stricker, A.; Burdenski, T.

2003

Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, T. K. J. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing, 16(5), 443-453.

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This experiment investigated the effects of word concreteness and either imagery, verbal, or control strategy instructions on the composition of written definitions. Results revealed significant effects of word concreteness on several quantity and quality variables, but no significant effect of strategy instructions or interaction between concreteness and strategy instructions. Results of self-ratings of strategies actually used in composing revealed that a mental imagery strategy was used with concrete words and a verbal strategy was used with abstract words regardless of strategy instructions. Findings replicated the results of Tirre, Manelis and Leicht [(1979) Journal of Reading Behavior 11, 99-106] in the production of written composition on word relationships, and partially replicated the results of Sadoski, Kealy, Goetz and Paivio [(1997) Journal of Educational Psychology 89, 518-526] in the timed written production of word definitions. Results are interpreted from Dual Coding Theory and levels of processing perspectives.

Results revealed significant effects of word concreteness on several quantity and quality variables, but no significant effect of strategy instructions or interaction between concreteness and strategy instructions. Results of self-ratings of strategies actually used in composing revealed that a mental imagery strategy was used with concrete words and a verbal strategy was used with abstract words regardless of strategy instructions. Findings replicated the results of Tirre, Manelis and Leicht [(1979) Journal of Reading Behavior 11, 99-106] in the production of written composition on word relationships, and partially replicated the results of Sadoski, Kealy, Goetz and Paivio [(1997) Journal of Educational Psychology 89, 518-526] in the timed written production of word definitions.

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