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Image thinking: A study into visual and verbal thinking preferences and skills among children from grades 4 and 5

Suijkerbuijk, A. M., Jonker, H., van den Bos, K. P. & Kroesbergen, E. H., 2018, In : Pedagogische studien. 95, 1, 19 p.

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  • A. M. Suijkerbuijk
  • Hanna Jonker
  • K. P. van den Bos
  • E. H. Kroesbergen

In Dutch school practice, there is a reasonably lively interest in 'beelddenken' (image thinking) and the related terms of image thinker or 'visualizer'. As scientific evidence for these concepts is scarce, the present research was conducted. Its goal was to study children with tests on visual and verbal thinking preferences and skills, and to establish their relationship with the academic subjects of word-reading and spelling skills. Participants were 556 children from grades 4 and 5 (Dutch grades 6 and 7). Visual and verbal skill tests were administered to the children, and they filled out a newly designed questionnaire about their thinking preferences. The results of the questionnaire indicated a two-factor structure: a verbal and a visual factor. Furthermore, scores on the questionnaire were not significantly correlated with scores on the (objective) verbal and visual skills tests. Finally, although the correlations between thinking preference and skill tests, and word-reading and spelling were generally low, the relationship between reading/spelling and the verbal skill measure was relatively high. This strengthens the idea that reading or spelling problems have not much to do with visual preferences or skills, but rather are related to weaker verbal skills.

Original languageDutch
Number of pages19
JournalPedagogische studien
Volume95
Issue number1
Publication statusPublished - 2018

    Keywords

  • Image thinking, Image thinker, Dual Coding Theory, Questionnaires for students and their teachers, DUAL CODING THEORY, WORKING-MEMORY, DYSLEXIA, MODEL, CONCRETENESS, ACHIEVEMENT

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