Article
Text Learning Using Scientific Diagrams: Implications for Classroom Use
Contemporary Educational Psychology
(1996)
Abstract
In two experiments, eighth-graders viewed ecologically valid diagrams and then read a text containing multiple feature-to-fact associations or studied the same materials in reverse order. Using the Kulhavy and Stock model of text learning using organized spatial displays, it was predicted that those students viewing the diagram prior to reading the text would recall more facts and features than subjects viewing the material in the reverse order. These predictions were well supported. In addition, since the materials used in the experiments were created from actual classroom materials, these experiments examined whether the model for text learning is also valid using this type of materials. In this area the model proved to be very effective as well.
Keywords
- organized spatial display,
- scientific diagram,
- dual coding theory,
- ecological validity,
- feature-to-fact associations,
- imagery,
- memory retrieval
Disciplines
Publication Date
1996
DOI
10.1006/ceps.1996.0033
Citation Information
Michael P Verdi, Raymond W Kulhavy, William A Stock, Kent A Rittschof, et al.. "Text Learning Using Scientific Diagrams: Implications for Classroom Use" Contemporary Educational Psychology Vol. 21 Iss. 4 (1996) p. 487 - 499 Available at: http://works.bepress.com/kent_rittschof/9/