ELABORATIVE MAPS FOR ENHANCED LEARNING OF HISTORICAL INFORMATION: UNITING SPATIAL, VERBAL, AND IMAGINAL INFORMATION

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Abstract
Map-like displays containing names of battles of the American Revolution and related battle information were presented to 72 middle school students with learning disabilities (LD). Students were randomly assigned to one of three map conditions that depicted information in a spatial organizational format but varied the symbols used to mark the map. Map symbols included (a) reconstructive elaborations of battle names and associated event information, (b) mnemonic keywords of battle names, and (c) realistic drawings of soldiers, buildings, and so forth. A 3 (organization) by 2 (recall) (location vs. event information) analysis of variance indicated that recall of locations was significantly greater than recall of event information in all conditions, mnemonic encoding resulted in greater recall of locations but not events, and elaborative encoding resulted in greater recall of event information relative to the mnemonic map but greater recall of locations and event information relative to the non-mnemonic map. Student reports of strategy use and implications for instruction of students with LD are discussed.

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