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/lp/american-psychological-association/for-whom-is-a-picture-worth-a-thousand-words-extensions-of-a-dual-0oe7VGwNNA
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- Publisher
- American Psychological Association
- Copyright
- Copyright © 1994 American Psychological Association
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- DOI
- 10.1037/0022-0663.86.3.389
- Publisher site
- See Article on Publisher Site
Abstract
In 2 experiments,high– and low–spatial ability students viwed a computer-generatedanimation and listened simultaneously (concurrent group) or successively (successivegroup) to a narration that explained the workings either of a bicycle tire pump(Experiment 1) or of the human respiratory system (Experiment 2). The concurrent groupgenerated more creative solutions to subsequent transfer problems than did the successivegroup; this contiguity effect was strong for high- but not forlow-spatial ability students. Consistent with a dual-coding theory, spatial ability allowshigh-spatial learners to devote more cognitive resources to buildingreferential connections between visual and verbal representations of thepresented material, whereas low-spatial ability learners must devote more cognitiveresources to building representation connections between visuallypresented material and its visual representation.
Journal
Journal of Educational Psychology – American Psychological Association
Published: Sep 1, 1994