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dc.contributor.advisorSmith, Arthur
dc.contributor.authorMelnyk, Jody L.
dc.date.accessioned2021-09-07T21:42:58Z
dc.date.available2021-09-07T21:42:58Z
dc.date.issued5/1/1999
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5037
dc.description.abstractThe purpose of this study was to find out whether fourth grade students can recall information from untaught visual displays. One hundred and forty three students in six different classrooms were given a pretest on the names of the three branches of government and the main task of each. The three week treatment was comprised of a poster with pictures and print displayed prominently on the walls. At the end of the treatment, the pretest was re-administered as a posttest. A t-test indicated that the students exhibited a significant growth in the amount of information they know. They recalled information that they had been exposed to only in an incidental manner.
dc.subjectVisual Displays
dc.subjectIncidental Learning
dc.subjectInformation Recall
dc.subjectStudent Recall
dc.subjectStudent Retention
dc.titleIncidental Learning from Visual Displays among Fourth Grade Students
dc.typethesis
refterms.dateFOA2021-09-07T21:42:58Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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