FOR WHOM IS A PICTURE WORTH 1000 WORDS - EXTENSIONS OF A DUAL-CODING THEORY OF MULTIMEDIA LEARNING

被引:563
作者
MAYER, RE
SIMS, VK
机构
关键词
D O I
10.1037/0022-0663.86.3.389
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) 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 group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representation.
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页码:389 / 401
页数:13
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