Verbal redundancy in multimedia learning: When reading helps listening

Journal of Educational Psychology

Volumn 94, Issue 1, 2002, Pages 156-163

  Moreno, Roxana ^a   Mayer, Richard E ^b  

^a UNIVERSITY OF NEW MEXICO   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85047684999     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.94.1.156     Document Type: Article

References (35)

1. Working memory
2. Cognitive load effects in a primary school geometry task
3. Successive responses to simultaneous stimuli
4. Cognitive load theory and the format of instruction
5. The split-attention effect as a factor in the design of instruction
6. Dual coding theory and education
7. Evaluation of auditory, visual, and dual-mode displays for prolonged sonar monitoring in repeated sessions
8. Learning to utilize information presented over two sensory channels
9. Dichotic and bisensory group effects
10. Levels of expertise and instructional design
11. Managing split-attention and redundancy in multimedia instruction
12. Detecting target elements in multielement arrays: A confusability model
13. Multimodal detection and recognition performance of sonar operators
14. Bimodal information processing in sonar performance
15. The effects of redundancy in bimodal word processing
16. Attention to words in different modalities: Four-channel presentation with physical and semantic selection
17. Multimedia learning: Are we asking the right questions?
18. When is an illustration worth ten thousand words?
19. A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory
20. For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
21. Bimodal reading: Benefits of a talking computer for average and less skilled readers
22. Cognitive principles of multimedia learning: The role of modality and contiguity
23. Designing multimedia presentations with animation: What does the research say?
24. Visual presentations in multimedia learning: Conditions that overload visual working memory
25. A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages
26. Reducing cognitive load by mixing auditory and visual presentation modes
27. Intersensory facilitation of reaction time: Energy summation or preparation enhancement
28. Modality effects and the structure of short-term verbal memory
29. Cognitive load during problem solving: Effects on learning
30. Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science
31. Divided attention to eye and ear