The Effects of Pictures on Rate of Learning Sight Words: A Critique of the Focal Attention Hypothesis

Abstract

TESTED THE FOCAL ATTENTION HYPOTHESIS that pictures interfere with sight-word learning. The design was structured to avoid 2 methodological flaws identified in most related research. Seventytwo kindergarten pupils learned 4 words with or without pictures in a trials-to-criterion paradigm. Pupils were first presented with either words + picture, words + voice, or words alone and were then given feedback in one of the 3 modes. The word sets consisted of either similar or dissimilar (initial consonant) words. Learning rate was computed and analyzed. Contrary to the predictions of the focal attention hypothesis, pictures presented with words facilitated rather than hindered learning. It is suggested that conclusions about the distracting effect of pictures, based upon the focal attention hypothesis, are unwarranted.

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