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Cited by (117)
Drawing as a strategy for children to learn ancient Chinese poetry
2023, Acta PsychologicaLearning terms and definitions: Drawing and the role of elaborative encoding
2017, Acta PsychologicaCitation Excerpt :These findings indicated that while pictorial content could improve retention of an associated narrative, free-form creation of graphical representations was actually a maladaptive strategy. Other work has indicated that drawing a map-like figure based on a narrative either improves (Dean & Kulhavy, 1981) or does not improve (Kulhavy, Lee, & Caterino, 1985; Snowman & Cunningham, 1975) retention in college students. However, it is important to note that Dean and Kulhavy (1981) compared drawing based on reading the narrative, to simply reading the narrative alone (i.e. no additional task).
The multimedia effect and its stability over time
2015, Learning and InstructionCitation Excerpt :Accordingly, the focus of the present research is to study whether multimedia effects that may be found at immediate testing remain stable when testing after a delay (of one or two weeks). A multimedia effect is assumed to occur either because learning with text and picture results in richer and more connected memory representations than learning with text only (Baggett, 1984; Kulhavy, Lee, & Caterino, 1985; Paivio, 1991), or because the picture facilitates the comprehension process (e.g., Eitel, Scheiter, Schüler, Nyström, & Holmqvist, 2013; Schnotz & Bannert, 2003; for a similar distinction between different explanations see Schmidt-Weigand & Scheiter, 2011). According to Baggett (1984), inspecting a picture leads to a pictorial concept that allows forming more associations with other concepts than a verbal concept, because of which concepts based on text and pictures can be retrieved more easily than concepts based on text only.
On the utility of pictorial feedback in computer-based learning environments
2015, Computers in Human BehaviorCitation Excerpt :In Paivio’s (1986) conception of dual coding, the mental processing of words and images occurs through separate but mutually accessible encoding mechanisms. When, in this manner, linguistic material and semantically related imagery are conjointly retained in memory (such as when a text is accompanied by relevant images), the latter are available to serve as secondary cue for the associated verbal information during recall (Kulhavy, Lee, & Caterino, 1985; Kulhavy & Stock, 1996). Historically, tests of the conjoint retention hypothesis have (CRH) only studied the impact of dual coding during the acquisition phase of learning.
How a picture facilitates the process of learning from text: Evidence for scaffolding
2013, Learning and InstructionCitation Excerpt :Thus, when given a cue, participants' eye movements on a blank screen suggest that the spatial structure of a previously inspected picture was reactivated. Moreover, previous research suggests that reactivated information from a picture can be maintained active in working memory to allow for the integration with information presented in subsequent text (Kulhavy, Lee, & Caterino, 1985; Kulhavy, Stock, & Kealy, 1993; McCrudden, Magliano, & Schraw, 2011; Schnotz & Bannert, 2003). According to the model of working memory operations (Kulhavy et al., 1993), this integration is assumed to be successful, because a spatial representation of a coherent picture can be held as a single unit in working memory while reading subsequent text without exceeding working memory capacity.