CONJOINT INFLUENCE OF MAPS AND AUDED PROSE ON CHILDRENS RETRIEVAL OF INSTRUCTION

Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeat ure items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they received immediate and delayed tests to recall text items, map features, and feature locations. The studen ts were also required to rate their confidence in each response. Stude nts remembered more text features and were more confident of their res ponses when cued by icons plus labels and by icons only. Students in t hese groups also recalled more map features and their locations on a m ap reconstruction task. Memory for feature information and pictorial r etrieval cues appeared to activate memory for nonfeature information c ontained in the text.