ERIC Number: ED222887
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Illustration-Dependence as a Factor in Transfer of Prose Learning.
Hayes, David A.; Readence, John E.
To determine the relative transfer value of imposed and induced visual images in relation to level of textual materials' illustration-dependence, 108 seventh grade students read textbook excerpts written at four levels of illustration dependence under four visual imagery conditions. The four levels of illustration dependence were high, moderate, low, and none. The four visual imagery conditions were no illustrations/no instructions, illustrations/no instructions, illustrations/with instructions to view them, and no illustrations/with instructions to visualize text content. In a Latin square design, experimental materials were rotated across treatment groups so as to counterbalance levels of illustration dependence and visual imagery conditions. The interactions between treatment conditions and level of illustration dependence suggest that subjects given texts whose illustration dependence was moderate to high benefited from the presence of illustrations. Although instructions to attend to text illustrations did appear to somewhat enhance performance on transfer tasks, improvement in performance was not significantly improved by such instruction, except in the case of the most illustration dependent text. The data indicate that provision of illustrations enhances learning from text, but it does so to the extent that the text is illustration dependent. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Illustration Dependence; Prose Learning
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).