The role of working memory components in multimedia comprehension

Applied Cognitive Psychology

Volumn 22, Issue 3, 2008, Pages 353-374

  Gyselinck, Valérie ^a   Jamet, Eric ^b   Dubois, Véronique ^a  

^a UNIVERSITÉ PARIS DESCARTES   (France)

^b UNIVERSITÉ RENNES 2   (France)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; COGNITION; COMPREHENSION; CONCEPT FORMATION; CONCEPTUAL FRAMEWORK; CONTROLLED STUDY; DEPTH PERCEPTION; HUMAN; HUMAN EXPERIMENT; INFORMATION PROCESSING; INTEGRATION; LANGUAGE PROCESSING; LEARNING; MEMORY CONSOLIDATION; MENTAL PERFORMANCE; MULTIMEDIA; PRIORITY JOURNAL; TASK PERFORMANCE; VERBAL COMMUNICATION; VERBAL MEMORY; WORKING MEMORY;

EID: 42449092814     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.1411     Document Type: Article

References (88)

1. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence, & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2). New York: Academic Press.
2. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. B. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York: Cambridge University Press.
3. Baddeley, A. (1986). Working memory. Oxford: Oxford University Press.
4. Baddeley, A. (1992). Is working memory working? The fifteenth Bartlett lecture. The Quarterly Journal of Experimental Psychology, 44A, 1-31.
5. Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423.
6. Baddeley, A., & Hitch, G. (1974). Working memory. In G. A. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). New York: Academic Press.
7. Baddeley, A., & Logie, R, (1999). Working memory: The multiple-component model. In A. Miyake, & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28-61). New York: Cambridge University Press.
8. Bétrancourt, M., & Bisseret, A. (1998). Integrating textual and pictorial information via pop-windows: An experimental study. Behavior and Information Technology, 17, 263-273.
9. Bower, G. H., & Morrow, D. G. (1990). Mental models in narrative comprehension. Science, 247, 44-48.
10. Brunyé, T. T., Taylor, H. A., Rapp, D. N., & Spiro, A. B. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20, 917-940.
11. Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct Measurement of Cognitive Load in Multimedia Learning. Educational Psychologist, 38, 53-61.
12. Brünken, R., Plass, J. L., & Leutner, D. (2004). Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects. Instructional Science, 32, 115-132.
13. Brünken, R., Steinbacher, S., Plass, J. L., & Leutner, D. (2002). Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology. Experimental Psychology, 49, 109-119.
14. Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students learning from text. Educational Psychology Review, 14, 5-26.
15. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition & Instruction, 8, 293-332.
16. Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246.
17. Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428-434.
18. Daneman, M., & Merikle, P. (1996). Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin & Review, 3, 422-433.
19. De Beni, R., Pazzaglia, F., Gysclinck, V., & Meneghetti, C. (2005). Visuospatial working memory and mental representation of spatial descriptions. European Journal of Cognitive Psychology, 17, 77-95.
20. Dubois, V. (2004). Intégration cognitive d'informations multimedia et mémoire de travail. (Cognitive integration of multimedia information and working memory) Unpublished doctoral thesis, University of Paris V.
21. Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22, 137-147.
22. Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245.
23. Farmer, E. W., Berman, J. V. F., & Fletcher, Y. L. (1986). Evidence for a visuo-spatial scratchpad in working memory. The Quarterly Journal of Experimental Psychology, 38A, 675-688.
24. Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 117-133). New York: Cambridge University Press.
25. Friedman, N. P., & Miyake, A. (2000). Differential roles for visuospatial and verbal working memory in situation model construction. Journal of Experimental Psychology: General, 129, 61-83.
26. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 4, 313-331.
27. Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31, 129-151.
28. Gray-Wilson, S., Rinck, M., McNamara, T. P., Bower, G. H., & Morrow, D. G. (1993). Mental models and narrative comprehension: Some qualifications. Journal of Memory and Language, 32, 141-154.
29. Gyselinck, V., & Tardieu, H. (1999). The role of illustrations in text comprehension: What, when, for whom, and why? In H. van Oostendorp, & S. R. Goldman (Eds.), The construction of mental representations during reading. Mahwah, New Jersey: Lawrence Erlbaum Associates, Ltd.
30. Gyselinck, V., Cornoldi, C., Dubois, V., De Beni, R., & Ehrlich, M. F. (2002). Visuospatial memory and phonological loop in learning from multimedia. Applied Cognitive Psychology, 16, 665-685.
31. Gyselinck, V., De Beni, R., Pazzaglia, F., Meneghetti, C., & Mondoloni, A. (2007). Working memory components and imagery instruction in the elaboration of a spatial mental model. Psychological Research, 71, 373-382.
32. Gyselinck, V., Ehrlich, M.-F., Comoldi, C., de Beni, R., & Dubois, V. (2000). Visuospatiat working memory in learning from multimedia system. Journal of Computer Assisted Learning, 16, 166-176.
33. Haenggi, D., Kintsch, W., & Gernsbacher, M. A. (1995). Spatial situation models and text comprehension. Discourse Processes, 19, 173-199.
34. Hegarty, M., & Just, M. A. (1993). Constructing mental models of machines from texts and diagrams. Journal of Memory and Language, 32, 717-742.
35. Hegarty, M., & Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91, 684-689.
36. Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21, 325-360.
37. Hegarty, M., & Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory & Cognition, 22, 411-430.
38. Hegarty, M., & Steinhoff, K. (1997). Individual differences in use of diagrams as external memory in mechanical reasoning. Learning and Individual Differences, 9, 19-42.
39. Jeung, H. -J., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 3, 329-343.
40. Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4, 71-115.
41. Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press.
42. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
43. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-372.
44. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
45. Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75, 71-85.
46. Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182.
47. Kintsch, W., Welsch, D., Schmalhofer, F., & Zimny, S. (1990). Sentence memory: A theoretical analysis. Journal of Memory and Language, 29, 133-159.
48. Kruley, P., Sciama, S. C., & Glenberg, A. M. (1994). On-line processing of textual illustrations in the visuospatial sketchpad: Evidence from dual-task studies. Memory and Cognition, 22, 261-272.
49. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65-99.
50. Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17, 401-418.
51. Leutner, D., & Plass, J. L. (1998). Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS). Computers in Human Behavior, 14, 543-557.
52. Logie, R. H. (1995). Visuo-spatial working memory. Hove, U.K.: Lawrence Erlbaum associates, Ltd.
53. Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In R. E. Mayer (Ed.), The Cambrige handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.
54. Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology, 88, 49-63.
55. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University press.
56. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). New York: Cambridge University Press.
57. Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95, 833-846.
58. Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
59. Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
60. Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, A (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology: General, 130, 621-640.
61. Milner, B. (1971). Interhemispheric differences in the localization of psychological processes in man. British Medical Bulletin, 27, 272-277.
62. Miyake, A., & Shah, P. (1999). Emerging general consensus, unresolved theoretical issues, and future research directions. In A. Miyake, & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 1-27). New York: Cambridge University Press.
63. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
64. Moreno, R., & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598-610.
65. Mousavi, S., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
66. Oakhill, J. V., Ynill, N., & Parkin, A. J. (1986). On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9, 80-91.
67. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
68. Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
69. Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
70. Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
71. Schnotz, W. (2001). Signs systems, technologies and the acquisition of knowledge. In J. F. Rouet, J. J. Levonen, & A. Biardeau (Eds.), Multimedia learning: Cognitive and instructional Issues (pp. 9-30). Oxford, UK: Elsevier science.
72. Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49-69). New York: Cambridge University Press.
73. Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141-156.
74. Schnotz W., Bôckheler, J., & Grzondziel, H. (1999). Individual and co-operative learning with interactive animated pictures. European Journal of Psychology of Education, 14, 245-265.
75. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
76. Sweller, J. (1999). Instructional design in technical areas. Melbourne: ACER Press.
77. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). New York: Cambridge University Press.
78. Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition & Instruction, 8, 351-352.
79. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176-192.
80. Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
81. Tabbers, H. K. (2002). The modality of text in multimedia instructions. Open University of the Netherlands, Heerlen.
82. Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2000). Multimedia instructions and cognitive load theory: Split attention and modality effects. Paper presented at the AECT 2000, Long Beach, California.
83. Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
84. Tardieu, H., & Gyselinck, V. (2003). Working memory constraints in the integration and comprehension of information in a multimedia context. In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum Associates.
85. Tardieu, H., Ehrlich, M.-F., & Gyselinck, V. (1992). Levels of representation and domain-specific knowledge in comprehension of scientific texts. Language and Cognitive Processes, 7, 335-352.
86. Taylor, H. A., & Tversky, B. (1992). Spatial mental models derived from survey and route descriptions. Journal of Memory and Language, 31, 261-292.
87. Tindall-Ford, S., Chandler, P., & Swelter, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 257-287.
88. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.