A study of Associative Meanings of Verbal Stimuli (Printed Words) and the Corresponding Pictorial Stimuli (Line Drawings) : III. By the Method of Continuous Association of Verbs

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  • Saga Hiroo
    Audio-Visual Education Division, Ministry of Education

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Other Title
  • 連想法による文字刺激とそれに対応する線画刺激の意味の研究 : 3. 動詞の連続連想による
  • レンソウホウ ニヨル モジ シゲキ ト ソレニ タイオウスル センガ シゲキ

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As a fundamental study of audio-visual communication, this study was designed to determine the relationships of verbal and pictorial presentation of stimuli to their associative meanings. Wicker (1970) found no significant difference in the number of verbs between verbal and pictorial presentation through continuous association. Saga (1974)'s study of free discrete association showed that the ratio of verb responses was higher in the printed word than in the line drawing condition. This study has the aim to reconsider the discrepancy between these two studies. Subjects were 30 female college freshmen and 30 female sophomores. Through continuous association, verbs were collected from a list in which 10 sets of words and line drawings were presented. The second session of this procedure was conducted after a week with the converse conditions of words and pictures in order to examine the effect of the previous experience. Mean numbers of responses as a whole were not significantly different between word and picture conditions. The analysis of variance showed significant effects of session, class, and item, but did not of the presentation modes. The rank order correlation coefficient was significant between word and picture condition. Consequently, it can be said that the item (stimulus) itself was more effective than the presentation modes (words or pictures) in the number of continuous responses of verbs. The increase in the number of responses from the first to the second session was significantly greater in the first word and the second picture condition than in the reversed order condition. This seems to suggest that more free responses to words at the first session followed by the unique responses to picture produced more associations at the second session. The results of factor analyses using the number of responses as an index showed no factors such as "word factor" or "picture factor". However, in some items there were considerable variances of factor loadings between the two presentation modes, which suggest that the characteristics of the drawing patterns of pictures, or the ways of selecting criterial attributes might be a possible variable of associative meaning of pictures.

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