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- Publisher
- American Psychological Association
- Copyright
- Copyright © 1991 American Psychological Association
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- DOI
- 10.1037/0022-0663.83.4.484
- Publisher site
- See Article on Publisher Site
Abstract
In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-before-pictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-with-pictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two kinds of connections: representational connections between verbal stimuli and verbal representations and between visual stimuli and visual representations and referential connections between visual and verbal representations.
Journal
Journal of Educational Psychology – American Psychological Association
Published: Dec 1, 1991