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Interaction of learner characteristics with pictorial adjuncts in learning from science text

Interaction of learner characteristics with pictorial adjuncts in learning from science text MARY LOU KORAN and JOHN J . KORAN, Jr. College of Education, University of Florida, Gainesville, Florida 3261 I Relatively little is known about how people learn t9 interpret pictorial stimuli since the emphasis placed upon the importance of learning how to read has not yet been matched with concern for visual literacy. Many researchers have studied the relative merits of words and pictures in simple recall and paired associate tasks, and have generally found pictures to be superior to words in these experimental comparisons (Levie & Dickie, 1973). Explanations regarding the effectiveness of pictures have centered on the possibility that pictures are encoded in both verbal and nonverbal storage, with retrieval from both stores being possible (Paivio, 1969; Paivio, Rogers, & Smyth, 1968). However, despite the general superiority of pictures over words in simple experimental comparisons, and the widespread educational practice of heavily illustrating textual material, the research on the use of pictures as adjuncts to text does not provide empirical support for their use in facilitating textual comprehension. While some evidence (Holliday , 1977) exists to suggest that pictures carefully placed in text may be effective adjuncts to written instruction, a general review of the research http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Science Teaching Wiley

Interaction of learner characteristics with pictorial adjuncts in learning from science text

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References (12)

Publisher
Wiley
Copyright
Copyright © 1980 Wiley Periodicals, Inc., A Wiley Company
ISSN
0022-4308
eISSN
1098-2736
DOI
10.1002/tea.3660170515
Publisher site
See Article on Publisher Site

Abstract

MARY LOU KORAN and JOHN J . KORAN, Jr. College of Education, University of Florida, Gainesville, Florida 3261 I Relatively little is known about how people learn t9 interpret pictorial stimuli since the emphasis placed upon the importance of learning how to read has not yet been matched with concern for visual literacy. Many researchers have studied the relative merits of words and pictures in simple recall and paired associate tasks, and have generally found pictures to be superior to words in these experimental comparisons (Levie & Dickie, 1973). Explanations regarding the effectiveness of pictures have centered on the possibility that pictures are encoded in both verbal and nonverbal storage, with retrieval from both stores being possible (Paivio, 1969; Paivio, Rogers, & Smyth, 1968). However, despite the general superiority of pictures over words in simple experimental comparisons, and the widespread educational practice of heavily illustrating textual material, the research on the use of pictures as adjuncts to text does not provide empirical support for their use in facilitating textual comprehension. While some evidence (Holliday , 1977) exists to suggest that pictures carefully placed in text may be effective adjuncts to written instruction, a general review of the research

Journal

Journal of Research in Science Teaching – Wiley

Published: Sep 1, 1980

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