Structural coherence in pictorial and verbal displays

Examined the effects of 3 different levels of structural coherence within verbal and pictorial displays in an experiment with 84 undergraduates. 6 displays were created having identical pictorial or verbal items and showing minimal, subgrouped, or overall structural coherence levels. A nonsense syll...

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Bibliographic Details
Published in:Journal of educational psychology 1971-12, Vol.62 (6), p.514-520
Main Author: Spangenberg, Ronald W
Format: Article
Language:English
Subjects:
Association
Avoidance Conditioning
Displays
Hearing
Human
Humans
Learning
Memory
Transfer (Psychology)
Verbal Learning
Vision, Ocular
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Summary:Examined the effects of 3 different levels of structural coherence within verbal and pictorial displays in an experiment with 84 undergraduates. 6 displays were created having identical pictorial or verbal items and showing minimal, subgrouped, or overall structural coherence levels. A nonsense syllable was associated with each item as the initial task. The 2nd task was to learn 20 sentences (for which the initial task provided potential mediators) successively presented on a memory drum. Initial learning showed significant superiority of pictorial over verbal display groups. Initial learning of displays showing overall structural coherence provided significant improvement in learning the transfer task as did initial learning of pictorial displays. These results relate both to the design of instructional displays and inferences concerning mental operations. (20 ref.)
ISSN:0022-0663
1939-2176
DOI:10.1037/h0031820