In this study we investigated whether the beneficial effect of adding illustrations to text can
be explained by the fact that illustrations facilitate analogous mental representation …

The present research has tested the different efficacy of imagery‐based and verbally‐based
strategies in the study of three passages presented orally or in written form. The first …

The dual‐task paradigm was used to show how visuospatial working memory and the
phonological loop are involved in processing scientific texts and illustrations presented via …

The current study tested the assumption that the modality effect in multimedia learning only
appears when the text conveys spatial rather than non-spatial information. This assumption …

Under some conditions, learning is improved by using a dual mode presentation involving
for example, visual diagrams and auditory, rather than written text (modality effect). Under …

In the reported experiment we investigated how spatial information conveyed in an
expository text influenced multimedia learning. It was based on a 2× 2-design with the …

Two studies are reported that tested the assumption that learning is improved by presenting
text and pictures compared to text only when the text conveys non-spatial rather than spatial …

In multimedia learning, adding written text to a diagram tends to hurt learning when the
verbal information could instead be presented as narration. Explanations of this effect have …

Pictures enhance our comprehension of written texts, but the perceptual and cognitive
processes that underlie this effect have not been identified. Because integrating the …

Text–picture integration is one of the most important cognitive processes when reading
illustrated text. There is empirical evidence that text‐picture integration takes place when …