Pictorial presentation and review strategies in science learning

Abstract

Abstract To test the effects of pictorial presentation and a pictorial review task on science learning, all‐verbal or verbal‐pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer‐assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read‐twice control. The same all‐verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re‐read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re‐read condition and produced more favorable attitudes as well.

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