Verbal descriptions of spatial information can interfere with picture processing.
Two studies are reported that tested the assumption that learning is improved by presenting text and pictures compared to text only when the text conveys non-spatial rather than spatial information. In Experiment 1, 59 students learned with text containing either visual or spatial contents, both accompanied by the same pictures. The results confirmed the expected interference between the processing of spatial text contents and pictures: Learners who received text containing spatial information showed worse text and picture recall than learners who received text containing visual information. In Experiment 2, 85 students were randomly assigned to one of four conditions, which resulted from a 2 × 2 between-participants design, with picture presentation (with vs without) and text contents (visual vs spatial) as between-participants factors. Again the results confirmed the expected interference between processing of spatial text information and pictures, because beneficial effects of adding pictures to text were observed only when the texts conveyed visual information. Importantly, when no pictures were present no differences were observed between learners with either visual or spatial texts contents, indicating that the observed effects are not caused by absolute differences between the two texts such as their difficulty. The implications of these results are discussed.
Knowledge Media Research Center, Tuebingen, Germany. a.schueler@iwm-kmrc.de
Anne
A
Schüler
Katharina
K
Scheiter
Peter
P
Gerjets
D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008568:Memory / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D010775:Photic Stimulation; D013028:Space Perception / Q000502:physiology*; D014706:Verbal Learning / Q000502:physiology*; D055815:Young Adult