Can student-generated illustrations be worth ten thousand words?

Journal of Educational Psychology

Volumn 89, Issue 4, 1997, Pages 677-681

  Hall, Vernon C ^a   Bailey, Johanna ^a   Tillman, Christopher ^a  

^a SYRACUSE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031327821     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.89.4.677     Document Type: Article

References (10)

1. Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.
2. Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
3. Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
4. Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
5. Mayer, R. M., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
6. Mayer, R. E., Steinhoff, K., Bower, T., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
7. Paivio, A. (1990). Mental representations: A dual-coding approach (2nd ed). New York: Oxford University Press.
8. Wittrock, M. C. (1974). Learning as a generative procuss. Educational Psychologist, 11, 87-95.
9. Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
10. The World Book encyclopedia. (1987). Chicago: World Book.