Text and graphics: manipulating nutrition brochures to maximize recall.
This study examined how altering text and graphics of a nutrition brochure could affect the ability to remember the content of the message. Two theoretical models were used to guide alterations: dual-coding theory and the communications model. Three brochure formats were tested: the original brochure containing abstract text and abstract graphics, a modified brochure with relatively concrete text and abstract graphics, and a relatively concrete text brochure with concrete graphics. Participants (N = 239 women) were divided into four age groups: 20-30, 40-50, 60-70 and over 70 years. Women were randomly assigned into each of the three experimental brochure formats or a control group. Participants completed recalled materials from the assigned brochures (the no treatment control group did not include a brochure) at two different sessions, 30 days apart. Data were content analyzed and results were compared using analysis of covariance to test differences by age and brochure types. Younger women (20-30 and 40-50 years) recalled more information than women over 60 years. More concrete nutrition education print materials enhanced recall of information presented immediately after reading the material; however, this effect was transient and lasted less than 30 days after a one-time reading. The implications of these data for communicating nutrition messages with print materials are discussed.
Clark
K L
KL
Department of Exercise and Sports Science, Pennsylvania State University, University Park 16802, USA.
AbuSabha
R
R
von Eye
A
A
Achterberg
C
C
D000328:Adult; D000368:Aged; D005260:Female; D006266:Health Education; D006801:Humans; D011939:Mental Recall; D008875:Middle Aged; D052756:Nutritional Sciences / Q000193:education*; D010174:Pamphlets