Hocus-Pocus, Imagery in Focus: Implications for Individualized Instruction.

Ackerman, Amy S.

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Peer reviewed

ERIC Number: EJ251524

Record Type: Journal

Publication Date: 1981-Sep

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Hocus-Pocus, Imagery in Focus: Implications for Individualized Instruction.

Ackerman, Amy S.

Journal of College Science Teaching, v11 n1 p32-34 Sep 1981

Reports results of a study designed to determine how well several forms of adjunct questions establish encoding by visual imagery, and whether such coding enhances performance compared to questions designed to encourage verbal encoding alone. (CS)

Descriptors: Aptitude Treatment Interaction, Elementary School Science, Grade 6, Imagery, Individual Differences, Individualized Instruction, Learning, Questioning Techniques, Science Education, Science Instruction, Teaching Methods, Visual Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A