Pictures, audio, and print: symbolic representation and effect on learning

Educational Communication and Technology Journal

Volumn 30, Issue 3, 1982, Pages 163-174

  Nugent, Gwen C ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51249183716     PISSN: 01485806     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/BF02766597     Document Type: Article

References (31)

1. Structurally equivalent stories in movie and text and the effect of medium on recall
2. Contextual prerequisites for understanding: Some investigations of comprehension and recall
3. Can pictorial attributes serve mathemagenic functions?
4. A formula for predicting readability: Instructions
5. Memory for objects in real scenes: The development of recognition and recall
6. Effects of imagery on learning incidental material in the classroom
7. Learning from visuals: Some behavioral considerations
8. Effects of pictures on children’s comprehension of written text
9. Single and multiple communication: A review of research and proposed model
10. A developmental investigation of recognition memory
11. Contribution of pictures to children’s comprehension of the main idea in reading
12. Inducing comprehension in poor readers: A test of a recent model
13. On pictures and prose
14. The readability graph and informal reading inventories
15. The impact of alternative media channels: Recall and involvement with messages
16. Perceptual comparisons through the mind’s eye
17. Retention of pictorial and verbal content of a text with illustrations
18. Pictures and children’s story recall: Some questions of durability
19. Imagery instructions and drawings in learning prose
20. Media effects on prose learning in two populations of children
21. Improving aural comprehension in white and black children: Pictures vs. print
22. The effectiveness of relevant pictures in multiple-channel communications
23. A comparison of pictorial and written adjunct aids in learning from text
24. Effects of instructions and age on retention of filmed content
25. Pictorial support and specific instructions as design variables for children’s concept and rule learning
26. Learning of redundant material presented through two sensory modalities