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Can Pictures Distract Students from the Printed Word: A Rebuttal

Some published research should never have seen the light of day. The Montare, Elman, and Cohen article (1977) "Words and pictures: a test of Samuels' findings" is an example. Before the reader thinks that this is a kneejerk reaction to any article critical of my work let me dispel this view immediately. I fully understand and support the notion that theories must be tested and changed in light of new evidence and scientific findings survive only until disproven. What I object to in the Montare, et al., article is the use of an incorrect model of learning to analyze my research, the citation of irrelevant and poorly done research in their literature review to support the Montare position, and what appears to me to be the too hasty publication of a study which probably contains a Type 1 experimental error. Their study is being used to discredit a piece of research which has been successfully replicated and gets the same results as the more theoretical laboratory based studies on cue selection in paired associate learning. For those who may not recall my study of the effect of pictures on learning to recognize words (Samuels, 1967} allow me to describe it briefly. About 10 years ago I observed a beginning reader as he used his hand to cover the picture on a page. When asked why he did this he answered that he did so for two reasons. First, he kept losing his place in the text because he liked to look at the picture. Second, when he did not know a word, he looked at the picture for a clue to the unknown word, as suggested by his teacher. This incident with the student reminded me of the literature on cue selection in verbal learning. According to Underwood, et al. (1962), cue selection occurs when only a part of a compound stimulus becomes the functional stimulus. For example, if the numbers zero through nine are each printed in a distinct color and the task is to learn their names, a student may learn to associate the verbal